year 9: our community: my responsibility · 2019-05-23 · lesson 3: the history of the western...

Year 9: Our community: My responsibility

WESTERN AUSTRAL I A

CSWA003 | Our community: My responsibility© Crime Stoppers WA Ltd 2013

Report CrimeAnonymously

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The WestAustralian

CSWA003 | Our community: My responsibility © Crime Stoppers WA Ltd 2013

Introduction 1

Teacher information 2

Crime Stoppers program overview 3

Lessons 14

Lesson 1: Crime Stoppers – Why is it so important? 14

Lesson 2: How did the police system begin? 29

Lesson 3: The history of the Western Australian Police 42

Lesson 4: Citizen: Australian citizenship 56

Lesson 5: Civic responsibility comes with belonging 70

Lesson 6: Active citizenship – Shaping our community 84

Lesson 7: The Bystander Effect – does it exist? 99

Lesson 8: Australians making a difference 113

Lesson 9: We want change! Crime prevention 126

Lesson 10: Program reflection and review 139

Resources 149

Additional resources 174

http://creativecommons.org/licenses/by-nc-sa/3.0/au/�


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Crime Stoppers WA Ltd recognises that education is the key to creating change and enhancing community harmony.

Teaching staff from the Department of Education and Crime Stoppers WA Ltd have been working

Adolescence phase of schooling.

The aim is to educate young people on good citizenship as part of their social and civic responsibility, and raise awareness of the important role that every person, including themselves, can play as a citizen in reducing crime.

Kinross College and Southern River College trialled initial materials in 2009 and remained extremely committed to the development of the final program.

This exciting new resource has been designed to explicitly show the curriculum connections to the Australian Curriculum and the Western Australian Syllabus. The curriculum design caters for flexible delivery and focuses on developing and enhancing skills through an enquiry based approach.

Throughout this program students are provided with opportunities to understand and embrace the qualities of being good citizens, while also being empowered to develop a sense of pride in themselves, their school, their environment and their society.

Acknowledgments

Crime Stoppers would like to thank the following teachers and schools for their valuable input into this resource:

Teachers

Matthew George

Felicity Ivison

Luke Job

Gordon Middleton

Jo Murray

Kirsten Nangle

Nicola Newbegin

Glenn O'Rourke

Everal Pearse

Denise Schultz

Jo Tabb

Keith Turner

Selwyn William

Schools

Kinross College

Southern River College

For any inquiries about this resource please email Crime Stoppers on [email protected]. Crime Stoppers teacher guide: Our community: My responsibility © Crime Stoppers WA Ltd 2013 ISBN: 978-0-646-91282-0 SCIS 1632643

together to develop a series of three curriculum resources designed for students in the Early

Images provided courtesy of WA Police Corporate Communications.

Emma Goggin*

* denotes major contribution


mailto:[email protected]


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This Year 9 Crime Stoppers teaching and learning program expands the notion of involvement and taking responsibility in terms of the harmony and cohesiveness of a community. Students explore and gain an understanding of the ways in which they can contribute in a positive way to the community of which they belong.

Students apply knowledge in a skills based teaching and learning environment to enhance and refine their understanding and appreciation of active citizenship. The premise is an inquiry based program.

The notion of belonging to a community which is valued and protected is paramount. Students are given opportunities to identify how not only Crime Stoppers but how they can play a positive role in protecting society.

The Year 9 Crime Stoppers teaching and learning program contains 10 lesson plans and all associated resource sheets. Each lesson plan contains: teaching and learning experiences, resource sheets, assessment items, focus questions and expectations and goals. Over 18 resource sheets are included such as bystander effect explosion chart, campaign planning checklist, crime story map, role play planning and who are you going to call.

Lesson 1: Crime Stoppers - Why is it so important? Lesson 6: Active citizenship - Shaping our community

Lesson 2: How did the police system begin? Lesson 7: The Bystander Effect – does it exist?

Lesson 3: The history of the Western Australian Police Lesson 8: Australians making a difference

Lesson 4: Citizen: Australian citizenship Lesson 9: We want change! Crime prevention

Lesson 5: Civic responsibility comes with belonging Lesson 10: Program reflection and review

The teaching and learning experiences are aligned to the Australian Curriculum including the General Capabilities, and the Western Australian Syllabus. Please note that at the time of publishing the Australian Curriculum Civics and Citizenship and Health and Physical Education curriculum are still in draft format. This is signified by an asterisk (*) in the mapping section.

Australian Curriculum Western Australian Syllabus Civics and Citizenship*

History

English

Health and Physical Education*

General Capabilities:

o Personal and social capability

o Creative and critical thinking

o Literacy

o Ethical understanding

o Information and Communication Technology

Society and Environment

Health and Physical Education

English

The asterisk within Society and Environment, and English denotes *National Consistency In Curriculum Outcomes, Statements of Learning

Mapping across multiple learning areas has been purposely included to enable teachers and schools to have choices as to which learning area delivery best suits their school. The opportunity to deliver the program in an integrated or thematic learning approach is also encouraged.

The use of ICT is encouraged within the teaching and learning environment and opportunities for students to investigate, communicate, create and design are incorporated.


CSWA003 | Our community: My responsibility

© Crime Stoppers WA Ltd 2013

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Exploring and understanding citizenship

LESSON KEY FOCUS CONCEPTS

1 Introduction to Crime Stoppers

• Brainstorm prior knowledge of Crime Stoppers

• Concept of Crime Stoppers

• Purpose of anonymity

• View Crime Stoppers DVD

• Explore the history and purpose of Crime Stoppers. Why do we need a service like this in our society?

• Explore Crime Stoppers website

• Discuss a variety of terms that may be used in this program (eg anonymous, laws, citizen, crime)

• Use of Crime Stoppers vocabulary in context to demonstrate purpose, understanding and critical awareness

2 Why do we need laws?

• Polarising and topical issues

• Discuss an issue that causes conflict and disharmony

• Collaborative and cooperative learning task

• Presenting the problem to the group. Finding a solution for that issue. Selecting a law. Developing a law.

• Collaborative and cooperative peer review

• What is a law? What are some issues we have at school? Locally? Do we have laws to combat these?

• Laws, rules and customs

• How does this link to Crime Stoppers? – minimising risk and enhancing safety




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• Swan Gazette - Why does our society need laws?

• What is anarchy?

3 How do laws protect us

• Introduce the concept of strange laws. Explore laws and consider why certain strange laws are created.

• How does Crime Stoppers support protected laws? How does this enhance your safety?

• Protection of people is important – protecting people, law, democracy and the world. Protecting what we value.

4 Types of crime • Brainstorm and research types of crimes

• Categorising types of crimes

• Ways that society/community attempts to reduce the incidence of crime

• Emerging trends of crime types and historical crime types

• Class discussion: Why do people decide to become involved by reporting crime? Why don’t they?

• Levels and consequences of crime

• Crime scenario story board

5 What are values? • What is a value, and how does it affect us?

• Discuss the Nine Values for Australian Schooling. What connection do I have to these values?

• Affirming my values

• Social values and practices

• How does Crime Stoppers respect and incorporate these values into their program?

• Could any different values be linked to Crime Stoppers?




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6 What makes a good citizen?

• Discuss and explore the concept of a citizen and what a ‘good’ citizen really is

• Class consensus of a good citizen

• Requirements to become an Australian citizen

• Creation of the School citizen’s pledge

• Forecast what our society would be like if we did not have clear views of what a good citizen is

• Does Crime Stoppers encourage good citizenship and being an active citizen?

• How can citizens individually or collectively influence Crime Stoppers?

• What values do I uphold personally? Am I a good citizen at school, home and the community?

• Which one of my values links to one of the Crime Stoppers campaigns?

7 What values do we admire in others?

• What values do we admire in others?

• What are Australia’s shared values?

• Revisit the Nine Values for Australian Schooling, Western Australian Values of Schooling and/or Western Australian Curriculum Framework values

• Students to select an Australian citizen and research and discuss a value that they admire in that person. How does that person demonstrate and uphold that value?

• Letter to the editor

• Action plan




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8 How are rights protected?

Rights of children

• Explore what is meant by the term ‘rights’.

• Discuss and develop an understanding about why rights are important and consider what might happen if these rights were removed.

• Explore the notion of ‘rights for children’ and compare to the UN and Unicef’s Rights.

• Create your ‘Rights of a child”

9 Social justice • Importance of fair and accurate laws for citizens

• Notion of carefully constructed laws in order to protect the rights of children

• How do the social values and concerns that people have affect their thoughts and actions?

• Crime Stoppers and the Police are both influenced by values and concerns.

• What social values and concerns are important in your community?

• Research and collect information from your community about an important issue.

10 Program reflection and review

• A reflective summary of learning (eg journal writing, presentation, create an awareness poster, ICT presentation, topic test) of what you have learnt over the program.

• What does Crime Stoppers mean to you and your own values?




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Valuing our democratic society


1 Crime Stoppers and our community

• What does Crime Stoppers mean to you?

• Community and Crime Stoppers - positive actions and our community

• Linking Crime Stoppers with explicit values of Respect, Responsibility, Freedom, Integrity and Care and compassion

• Why would you or wouldn’t you use Crime Stoppers?

• What makes a good citizen? How does this link to Crime Stoppers?

• When and how to report information to Crime Stoppers

2 The Australian Nation: Who are we and what do we value?

• What are the core values for all Australians?

• How are ideas about Australia’s national identity created and sustained?

• How has the Australian landscape been used to establish certain ideas about national characteristics?

• How might individuals relate to a national identity and its significance to their sense of belonging in the Australian community?

• What events in the past have shaped our nation?

• What does the ANZAC tradition mean today? What does the ANZAC tradition mean to you and your family?

• Core democratic values written by the Australian Citizenship Council




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3 Our social values and concerns

• What are social values and what do they mean to us?

• What social values and concerns are important to our community?

• Important values survey

• Comparing social values with previous generations

• Comparing social values around the world

• The effect of social media on values

4 What’s so good about democracy?

• What is a democracy?

• Why do we have one in Australia?

• What are democratic values?

• Values such as freedom, responsibility, justice, respect for the land, leadership qualities, personal values and qualities, and tolerance, inclusion and diversity. Link to the Crime Stoppers campaigns such as Empowerment which encourages responsibility and justice.

• What freedom means to me. How freedoms change as we get older.

5 Identifying and valuing our democratic freedom

• Australia’s governing structure

• Voting – Who is allowed to vote? When did Indigenous Australians get the right to vote?

• How Australia is ruled – the roles of the Governor General, Senate and House of Representatives

• Difference between a right and a freedom

• Compare and contrast Australia’s governing style to that of another country

• The benefits of living in a democratic Australia and the link to Crime Stoppers protecting what we value.

http://creativecommons.org/�



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6 Shared values • What is a value?

• Which value do you feel most strongly about?

• What happens when our values are compromised?

7 Laws, who needs them?

• What is the difference between a rule and a law?

• Types of law – criminal and civil

• Identification of types of law

• How a law is made in Australia

• Customary law in Aboriginal and Torres Strait Islander communities

• What are some rules we have within the school? Do we need them?

• What laws do we use everyday? (eg road laws)

8 Types of crime

• How the police are connected to Crime Stoppers?

• The role of a police officer in society

• Brainstorm as many crimes as possible

• When should you/shouldn’t you call Crime Stoppers?

• Review of laws

• Learn how to categorise crimes

• View the Western Australian Police website and graph relevant crime statistics

• Why do different crimes occur at different times of the year?




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• Crimes in the news - student discuss the types of crimes that are prevalent in the media

• Analysis of a media article

9 Graffiti - Art or vandalism?

• What is graffiti?

• Compare and contrast – urban art or vandalism?

• Crime Stoppers current graffiti campaign

• Explore the Goodbye Graffiti website

• What are the laws relating to graffiti in WA?

• What is being done to reduce graffiti vandalism and why?

• What are the intended and unintended consequences of graffiti?

• Class debate – Is graffiti new age art?

10 Positive action: Crime stoppers campaigns

Program reflection and review

• Select one of the Crime Stoppers campaigns. Research and collect data on the campaign. When, where, how, why it started. Include statistics regarding the prevalence of the issue. How do these issues affect the community? Compare to other countries. How do your results compare with these? What is similar? What is different? How would you explain those?

• After understanding crimes, values and laws, select one that is important to you and write a newspaper article based on this. The use of Crimes Stoppers and the benefits that resulted through its use must be included.




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Our community: My responsibility


1 Crime Stoppers - Why is it so important?

• Brainstorm prior knowledge of Crime Stoppers

• How does a citizen report a crime to Crime Stoppers?

• Why Crime Stoppers is so important to WA and Australia

• What is the positive change that Crime Stoppers has had on our society and country?

• Has Crime Stoppers made society a safer place to live and work?

• Review all Australian Crime Stoppers websites and campaigns

2 How did the police system begin?

• The history of police

• Why was the police force established?

• Do police play a major part in society?

• What role does the police force play internationally?

• Do police differ in countries around the world?

3 The history of the Western Australian Police

• The history of the WA Police

• The connection between the WA Police with Crime Stoppers

• When would you call the Police and when would you call Crime Stoppers?

• Class discussion: The police are the public and the public are the police.




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4 Citizen: Australian citizenship

• What is an Australian citizen?

• The responsibilities and privileges of an Australian citizen

• Do young citizens have the same responsibilities as adult citizens?

• Relationship between police and society

• Class discussion: In order to police effectively and successfully, citizens are required to act dutifully in accordance with the police.

5 Civic responsibility comes with belonging

• What is citizenship?

• How to become an Australian citizen

• Benefits of becoming an Australian citizen

• The diversity of Australian citizens

• What is a ‘Citizen of the Year’ and what should we look for in a 'Citizen of the Year'?

6 Active citizenship -Shaping our community

• What does a safer neighbourhood mean to you?

• Problems in your local community and neighbourhood

• How can people feel safe in our local community?

• Role play community problems and possible solutions

• The relationship between local government and the needs of the local community

• Crime Stoppers links to crime prevention (Eyes on the Street and Neighbourhood Watch)

• What can you do to help crime prevention?




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7 The Bystander Effect – does it exist?

• What is the Bystander Effect?

• What are the origins of the Bystander Effect?

• Case study: Kitty Genovese article

• What is the Diffusion of Responsibility?

• Diffusion of Responsibility in the context of the Bystander Effect

• How does Crime Stoppers encourage taking positive action in our community?

8 Australians making a difference

• Explore and review the Gallery of Australian Biographies on the Australian Government’s Civics and Citizenship website

• Select a historical figure from the website or a member of their community who has made a positive difference.

• Collate research information into a presentation.

9 We want change! Crime prevention

• Research and create a campaign focussed on enhancing community safety and crime prevention. Elements can include: preventing or reducing crime and anti-social behaviour, bystander effect, improving community safety and security, and reducing the fear of crime.

10 Program reflection and review

• Review the rationale for engaging in the program

• Create a reflective summary of learning (eg journal writing, presentation, create an awareness poster, ICT presentation, topic test) of what has been learnt over the program.

• What does Crime Stoppers mean to you?

• What do I need to do if I see a crime being committed?



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Learning experiences Focus questions Assessment Resources 1. Introduce the concept of Crime Stoppers to

students by having them brainstorm their prior knowledge on the organisation.

Provide students with access to the Crime Stoppers KWL chart (Resource 1) and ask them to complete.

Refresh students with what Crime Stoppers’ main aim in society is. Ask students to review the Crime Stoppers website at www.crimestoppers.com.au and show them the Crime Stoppers introductory DVD (if needed).

2. Hold a class discussion around the following questions:

How do we as citizen’s report to Crime Stoppers?

Is it anonymous or do we have to give our details?

Do we really need to report information to Crime Stoppers - won’t other people do it?

When discussing this last point talk about responsibility and placing yourself in someone else’s shoes.

How do we as citizen’s report to Crime Stoppers?

Is it anonymous or do we have to give our details?

Do we really need to report information to Crime Stoppers - won’t other people do it?

Why is Crime Stoppers so important to WA and Australia?

What has Crime Stoppers achieved for our society?

Is society a safer place? In what ways?

How could it be adapted to make it better?

Should it be a national website instead of separate states?

Students to:

Complete the Crime story map (Resource 2)

Submit the final copy of their crime story

Resource 1: Crime Stoppers KWL chart

Crime Stoppers website (both local and other states) www.crimestoppers.com.au

Our community: my responsibility Lesson 1: Crime Stoppers - why is it so important?

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Care and compassion

Integrity

Expectations and goals

Students to revise the role and purpose of Crime Stoppers in society

Students are to discuss what positive changes Crime Stoppers has had on our society and our country

introductory DVD

Crime Stoppers


http://www.crimestoppers.com.au/



http://k10syllabus.det.wa.edu.au/associated/private/crime%20stoppers/video/Crime%20Stoppers%20Introductory%20DVD.swf


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Learning experiences Focus questions Assessment Resources 3. Discuss with students some of the positive

changes that Crime Stoppers has had on our society and our country. Ask students to create a letter to the head of Crime Stoppers requesting they start another advertising campaign on an issue that is important to you and that you think should be addressed by Crime Stoppers. Tell students to include in their letter their reason why, quoting some crime statistics, personal reasons, laws, and values.

4. Hold a class discussion on the topic, ‘Has Crime Stoppers made society a safer place to live?’ Pose the following questions to the students:

Why, why not?

How could it be adapted to make it better?

Should it be a national website instead of separate states?

5. Ask students to view all of the Crime Stoppers websites – those of WA and other states. Facilitate a class discussion on the websites using the following questions:

How do the other Crime Stoppers websites differ from the Western Australian one?

Are the types of crimes similar or different?

If so, why or why not?

Resource 2: Crime story map

http://creativecommons.org/licenses/by-nc-sa/3.0�


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Learning experiences Focus questions Assessment Resources Are the types of crime specific to a certain time

of the year? Is there a pattern?

Are the campaigns aligned to certain times of the year?

6. Ask students to write a story about crime that is about to be committed by a fictitious character. Instruct them to complete the following steps:

Look at the Crime Stoppers website and select one of the crimes that can be reported

Draft the story by completing the Crime story map (Resource 2)

Review and revise draft copy to complete and submit final copy of the story. This can also include illustrations.

7. Explain the rationale of why students are undertaking this unit of work.

The rationale of students undertaking this program is to allow students to develop an understanding of how important they are and how valuable their actions and contributions can be in maintaining and shaping our society. By knowing how to be a good citizen, students are able to enhance their sense of belonging to their society.


Australian Curriculum connections Civics and Citizenship*

Strand | Sub-strand | Content descriptions

Civics and Citizenship Knowledge and Understanding Laws and citizens The role of courts, including Aboriginal and Torres Strait Islander Peoples' means of legal governance, to apply and interpret

the law, resolve disputes and make law through judgements Citizenship, diversity and identity The influence of traditional and new media in shaping identities and attitudes to diversity Civics and Citizenship Skills Questioning and research Identify, select and evaluate a range of questions to inform an inquiry about Australia's social, political and legal systems

Identify, gather and sort information and ideas from a range of sources and reference as appropriate Analysis, synthesis and interpretation Critically analyse information and ideas from a range of relevant sources for stereotype, over-generalisation and

misrepresentation and to draw conclusions regarding the reliability and relevance of information

Use critical thinking to assess the effectiveness of democratic practices and systems

Identify and account for different interpretations and points of view

Develop a reasoned argument based on evidence to support a position Problem-solving and decision-making Recognise and accept multiple perspectives and ambiguities; and use strategies to negotiate and resolve contentious issues

Use democratic processes to reach consensus as a group on a course of action relating to a civics or citizenship issue and plan for that action

Communication and reflection Present civics and citizenship ideas, opinions and positions using subject specific language for an intended purpose, audience,

and context


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History


Historical skills Historical questions and research Identify and locate relevant sources, using ICT and other methods

Identify and select different kinds of questions about the past to inform historical inquiry

Analysis and use of sources Identify the origin, purpose and context of primary and secondary sources

Evaluate the reliability and usefulness of primary and secondary sources

Perspectives and interpretations Identify and analyse different historical interpretations (including their own)

Explanation and communication Select and use a range of communication forms (oral, graphic, written) and digital technologies

English


Literacy Interacting with others Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language

features of these texts position listeners to respond in particular ways

Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects

Interpreting, analysing, evaluating Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

Creating texts

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features


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Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features



Personal, social and community health 10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU,AAEA, HC 10.2 Examine the impact of change and transition on relationships with others PSC, LIT, ICT, ICU, EU

practising skills to deal with challenging or unsafe situations such as refusal skills, communicating choices, expressing opinions, and initiating contingency plans (AD, FN,MH, RS, S)

expressing thoughts, opinions and beliefs to assert their stance on a situation, dilemma or decision that acknowledge the feelings of others (AD,MH, RS, S)

assessing behavioural expectations in different relationships and social situations and examining how these expectations can influence decisions and actions

10.3a Plan, rehearse and evaluate options for managing situations where their own or others’ health, wellbeing and/or safety may be at risk, including first aid and CPR PSC, LIT, ICT, CCT

critiquing the appropriateness and effectiveness of help and support services available in the local community for young people (AD, FN,HBPA, MH, RS, S)

10.3b Propose, practise and evaluate responses where external influences may impact on their ability to make healthy and safe choices PSC, LIT, EB, CCT

evaluating the influence of personal, social and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing (AD,FN, HBPA, MH,RS, S)

10.5a Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses PSC, LIT, EU

proposing strategies for managing emotional responses and resolving conflict in a family situation, social or online environment (MH, RS, S)

10.5b Evaluate and apply health information from a range of sources to health decisions and situations LIT, ICT, CCT, EU 10.6 Implement and critique strategies to enhance the health and wellbeing of their community LIT, CCT, EU, SUS

investigating community action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities (AD, FN,HBPA, MH, RS, S)

advocating for increased local facilities and resources to support young people to make healthier, safer and more active choices (AD,FN, HBPA, MH, RS, S)


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10.7a Propose and evaluate new and creative interventions that promote their own and others’ connection to community, natural and built environments CCT, ICU,SUS, HC

designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection and belonging with the community (MH, RS)

10.7b Critique contextual factors and behaviours that influence the health and wellbeing of their communities NUM,PSC, LIT, ICU,CCT, EU, SUS

examining social, cultural and economic factors that influence the health behaviours of people in their community (AD, FN, HBPA, MH, RS, S)


Australian Curriculum connections General capabilities

Information and Communication Technology Critical and creative thinking

Applying social and ethical protocols and practices when using ICT Identify the impacts of ICT in society

assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use

Investigating with ICT Define and plan information searches

select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation

Locate, generate and access data and information

use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Select and evaluate data and information

develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources

Creating with ICT Generate ideas, plans and processes

select and use ICT to articulate ideas and concepts, and plan the development of complex solutions

Inquiring – identifying, exploring and organising information and ideas Pose questions

pose questions to critically analyse complex issues and abstract ideas

Identify and clarify information and ideas

clarify complex information and ideas drawn from a range of sources

Organise and process information

critically analyse independently sourced information to determine bias and reliability

Generating ideas, possibilities and actions Consider alternatives

speculate on creative options to modify ideas when circumstances change

Seek solutions and put ideas into action

assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action

Analysing, synthesising and evaluating reasoning and procedures Draw conclusions and design a course of action

use logical and abstract thinking to analyse and synthesise complex information to inform a course of action


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Communicating with ICT Collaborate, share and exchange

select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge

Ethical Understanding Literacy

Understanding ethical concepts and issues Recognise ethical concepts critique generalised statements about ethical concepts Explore ethical concepts in context distinguish between the ethical and non-ethical dimensions of complex issues

Reasoning in decision making and actions Reason and make ethical decisions investigate reasons for clashes of beliefs in issues of personal, social and global importance Consider consequences analyse the objectivity or subjectivity behind decision making where there are many possible consequences

Exploring values, rights and responsibilities Examine values analyse and explain the interplay of values in national and international forums and policy making

Comprehending texts through listening, reading and viewing Navigate, read and view learning area texts navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations Listen and respond to learning area texts listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions Interpret and analyse learning area texts interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies

Composing texts through speaking, writing and creating Use language to interact with others use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts

Grammar knowledge Express opinion and point of view use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgments


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Word knowledge Understand learning area vocabulary use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning


Western Australian K-10 Syllabus connections Society and Environment

Outcome | Aspect | Content

Time, continuity and change Suggested topics:

changes to Australian citizenship* (Civics & Citizenship) (eg 1850s Chinese restrictions, the 1901 Immigration Restriction Act, perspectives on citizenship today)

Understanding the Past

Methods for sequencing the past time is used to sequence the past, identify cause and effect and make comparisons

people, events and ideas of a time period can cause turning points and reflect a perspective

The interrelationship between people, events and ideas

historical recollections reflect a range of people and their perspectives in different contexts*

people, events and ideas are interrelated and impact on opinions, actions, values and perspectives*

Continuity and Change

That change is a feature of all societies

the impact of change varies with context and perspective (eg direct or indirect involvement, short-term or long-term impact)

Interpretations and Perspectives

That interpretations and perspectives of history vary

an understanding of perspectives helps to develop empathy with the past and develop an individual perspective*

Conducting

to locate and select a variety of reliable and relevant sources of historical information that reflect various perspectives

how to consider various perspectives*

to select formats for recording and organising historical information/evidence

Processing and Translating

how to draw inferences from evidence (eg in supporting a point of view or interpretation)


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how to link significant people, events and ideas (eg in maintaining continuity or creating change)

Applying and Communicating Findings

to empathise and account for various perspectives and interpretations

Place and Space People and Places

That people’s views affect their use of places

changes in the use of the environment reflect people’s changing values* (Civics & Citizenship) (eg plantation timber farms, heritage listed sites or conservation projects)


ways to share and/or act on informed opinion* (Civics & Citizenship) (eg contact with local newspaper or newsletter, volunteer time with an environmental agency, global web quest)

to use forms appropriate to the purpose of communication (eg maps in reports, diagrams in oral presentations, digital presentations)

ways to apply findings to make predictions and plan for sustainability* (Civics & Citizenship) (eg ecohouse design, rehabilitation of mine sites, environmental heritage areas)

Active Citizenship Students demonstrate active citizenship through their behaviours and practices in accordance with the principles and values of sustainability, social justice and democratic process:* (Civics & Citizenship)

that principles and values of social justice help in formulating, guiding and reviewing social action

ways to encourage others to take action

ways to enhance significant places and draw community attention to them

that citizens in a democracy have a role within local, regional and global environmental issues influencing government and non-government bodies

that active citizenship applies to environmental sustainability, student rights and responsibilities toward the natural environment.

Culture

Students understand that people form groups because of their shared understandings of the world and, in turn, they are influenced by the particular culture so formed.

Beliefs and culture

That cultural groups have values and beliefs, characteristics and influences

characteristics of a cultural group may be visible and invisible to people outside the group (eg non-material aspects, values, friendships, habits)

Australia is a pluralist society which includes influences from a range of ethnic groups* (Civics & Citizenship)


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world views and values of a society are reflected in the political and legal system* (Civics & Citizenship)

Cohesion and diversity

That cultural groups are both cohesive and diverse and change over time

groups respond to dissent or non-conformity in different ways (eg punishment or exclusion)

factors may cause conflict and tension between cultural groups (eg religious tensions, trade and economic power, environmental values, prejudice)

Personal, Group and Cultural Identity

conflict between, and within, groups can be the result of different perspectives on individual rights and responsibilities* (Civics & Citizenship) (eg community action groups)

Conducting

to locate and select source information that reflects various cultural perspectives


Context | Topic | Sub-topic | Content

Wellness Self understanding

o Influences of different beliefs and values on self esteem and self concept

Developing respectful relationships

o Applying social skills to different situations and relationships

o cyberbullying

Enhancing resilience as an adolescent

o Making connections

o Benefits of support

Safety

Safety – me and others

o Strategies to keep safe

o Identification and protection against unsafe situations

o Factors influencing risk taking

o Recognising, assessing and responding to risk situations


English


Writing Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context.

Contextual Understandings

Purpose Texts are written for different purposes, including:

o to entertain, move, question and explore ideas and attitudes, which writers achieve, for example, by writing monologues, stories or poetry*

o to inform, inquire, explain, describe or instruct, which writers achieve, for example, by writing reports or news articles*

o to persuade, which writers achieve, for example, by writing analytical essays or letters to the editor*

Context/Audience

writers want readers to empathise with the ideas and emotions expressed or implied in their writing* (eg a letter to an editor may use emotive language)

writers create characters and situations which explore ethical dilemmas and which move beyond stereotypes or expectations*

writers explore ideas and issues in which they would like to effect change and that the ideas and issues can extend beyond the immediate plot*

Conventions

Whole Text narrative conventions used for effect such as character construction through dialogue, flashbacks and other time variants,

conflict and suspense* (eg varying speech used in dialogue to represent different characters and relationships, and to further the narrative)

Processes and Strategies

ways to use terminology to interpret the writing process (eg character construction, representation, suspense, irony, hyperlinks, nomination)

strategies for researching including sourcing relevant information from a variety of texts on several aspects of a topic* (eg keyword search)

strategies to revise and improve writing including peer or teacher conferencing, proofreading, extending (eg adding dialogue), editing and drafting*

ways to reflect on and evaluate writing using metalanguage to discuss the choices of text features and the interrelationships of purpose, context and audience*


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Viewing Contextual Understandings

Context/Audience

ideas, information and concepts are represented by the selection of visual language (eg criticism using irony by juxtaposing happy music with a sad event)


after-viewing strategies to evaluate personal interpretations of a text (eg retrieval chart for examining values)

ways to reflect on and evaluate viewing using metalanguage to explain how the reader is positioned by inclusion/omission of information and the devices used

Reading Contextual Understandings

Purpose

readers read texts that have been written for different purposes including:

o to raise complex social issues and make critical social commentary (eg stories, novels, plays)

o to present an argument from an alternate point of view on sensitive social issues and persuade readers to adopt the same attitude (eg feature articles)

Context/Audience

texts can reinforce or challenge readers’ attitudes, however, readers can resist dominant/intended readings and world views presented (eg reading a typical text from different perspectives)

texts can be assessed by their context (eg publication date, author’s background, website address and reliability and quality of supporting information)

Conventions

Text Conventions

Information and Argument Texts

paragraph structure to cohesively persuade (eg each sentence reinforces topic sentence)


strategies to identify values and attitudes supported or criticised in a text (eg recognising evaluative vocabulary and adjectival phrases)

thinking strategies to critically examine the way values, ideas and information are presented (eg summarising, annotating, comparing relevant reading)



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Learning experiences Focus questions Assessment Resources 1. Explain to the class that policing as a profession

has been around for many years. Organise students into pairs and provide them with access to What I know about the police: Think-pair-share (Resource 3). Ask them to complete and then discuss their thoughts as a class.

2. Pose the question, “Where did the police force begin?” Provide students with access to International police force search (Resource 4) and ask them to work with a partner and use the internet to complete. They are to look at each country and research and decipher the history about its police force.

3. Display the Timeline of the police force (Resource 5). As a class discuss and create a timeline from when the police force began to the most recent police force that has been formed.

4. Ask students to each choose one country and create a poster advertising their police force. The poster is to include the following information: when it began, uniforms, jobs in that force, rules, regulations, equality, different sections and any other relevant information.

When did the police begin internationally?

Why did the police service begin?

Where did the police force begin?

What role does the force play?

Do police play a major part in the society of each country?

Does it differ from country to country?

What makes the police force the same in all countries?

Are they regarded higher in Europe rather than Australia?

Students to:

Create a poster advertising a different country’s police force

Resource 3: What I know about the police: Think-pair-share

Resource 4: International police force search

Our community: my responsibility Lesson 2: How did the police system begin?

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity


Students to understand the key factors which led to the establishment of the police force

Students to understand the role that the police force plays internationally



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Learning experiences Focus questions Assessment Resources 5. Pose the following questions and discuss as a

class:

Do police play a major part in the ethos and culture of each country?

Does it differ from country to country?

Is the police force more highly regarded in Europe or Australia?

Ask students to create a storyboard to depict their version of a famous international policing event.

Resource 5: Timeline of the police force

WA Police website: www.police.wa.gov.au


http://www.police.wa.gov.au/

http://www.police.wa.gov.au/



Civics and Citizenship Knowledge and Understanding Government and democracy How citizens’ choices are shaped at election time through public debate, the media, social media, opinion polls, advertising

and political party campaigns

Laws and citizens The role of courts, including Aboriginal and Torres Strait Islander Peoples' means of legal governance, to apply and interpret

the law, resolve disputes and make law through judgements

The key principles of Australia’s justice system, including equality before the law, habeas corpus, impartiality of the law, independent judiciary, fair trial and right of appeal

Citizenship, diversity and identity The influence of traditional and new media in shaping identities and attitudes to diversity

How ideas about and experiences of Australian identity are influenced by global connectedness and mobility

Civics and Citizenship Skills

Questioning and research Identify, select and evaluate a range of questions to inform an inquiry about Australia's social, political and legal systems

Identify, gather and sort information and ideas from a range of sources and reference as appropriate

Analysis, synthesis and interpretation Critically analyse information and ideas from a range of relevant sources for stereotype, over-generalisation and




Develop a reasoned argument based on evidence to support a position


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Problem-solving and decision-making Use democratic processes to reach consensus as a group on a course of action relating to a civics or citizenship issue and

plan for that action

Communication and reflection Present civics and citizenship ideas, opinions and positions using subject specific language for an intended purpose,

audience, and context

Reflect on personal identity and commitment to democratic citizenship and what it means for self, for interactions with others and for the community

History


Historical skills Chronology, terms and concepts Use chronological sequencing to demonstrate the relationship between events and developments in different periods and

places

Use historical terms and concepts

Historical questions and research Identify and locate relevant sources, using ICT and other methods


Evaluate and enhance these questions






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English







Creating texts





Personal, social and community health

10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU,AAEA, HC

analysing the role of family, friends and community in supporting an individual’s identities and proposing strategies to enhance their own and others wellbeing

10.2 Examine the impact of change and transition on relationships with others PSC, LIT, ICT, ICU, EU




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10.5b Evaluate and apply health information from a range of sources to health decisions and situations LIT, ICT, CCT, EU

10.6 Implement and critique strategies to enhance the health and wellbeing of their community LIT, CCT, EU, SUS









use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings

Select and evaluate data and information



















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Understanding ethical concepts and issues Recognise ethical concepts

critique generalised statements about ethical concepts

Explore ethical concepts in context

distinguish between the ethical and non-ethical dimensions of complex issues

Reasoning in decision making and actions Reason and make ethical decisions

investigate reasons for clashes of beliefs in issues of personal, social and global importance

Consider consequences

analyse the objectivity or subjectivity behind decision making where there are many possible consequences

Exploring values, rights and responsibilities Examine values

analyse and explain the interplay of values in national and international forums and policy making

Explore rights and responsibilities

evaluate the merits of conflicting rights and responsibilities in global contexts

Consider points of view

use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas

Comprehending texts through listening, reading and viewing Navigate, read and view learning area texts

navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations

Listen and respond to learning area texts

listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions

Interpret and analyse learning area texts

interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies

Composing texts through speaking, writing and creating Use language to interact with others

use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts

Grammar knowledge Express opinion and point of view

use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgments

Word knowledge Understand learning area vocabulary

use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning


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37













Conducting






















Culture


Beliefs and culture





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Cohesion and Diversity





That cultural practices influence identity


Conducting




Wellness

Self understanding




o cyberbullying


o Promoting positive attitudes

o Protective behaviours

o Strategies to seek help



Safety




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English


Writing Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. Contextual Understandings Purpose Texts are written for different purposes, including:


o to inform, inquire, explain, describe or instruct, which writers achieve, for example, by writing reports or news articles* o to persuade, which writers achieve, for example, by writing analytical essays or letters to the editor*

Context/Audience




Conventions Whole Text narrative conventions used for effect such as character construction through dialogue, flashbacks and other time variants,








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Purpose visual texts are created for different purposes, including:

o to explore representations of values and attitudes (eg documentary or newspaper photographs) o to make critical social commentary (eg satirical political cartoons or graphic novels) o to selectively inform an audience in order to influence response to an issue or idea

Context/Audience





Reading Contextual Understandings Purpose

readers read texts that have been written for different purposes including: o to critically analyse other texts and argue topics (eg essays)

Context/Audience


Conventions Text Conventions Information and Argument Texts

paragraph structure to cohesively persuade (eg each sentence reinforces topic sentence) Processes and Strategies


thinking strategies to critically examine the way values, ideas and information are presented



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Learning experiences Focus questions Assessment Resources 1. Review with the class when the international police

forces were formed. Ask students to estimate when the Australian Police force was formed and why.

2. Ask students to read the History of WA Police information sheet (Resource 6) and then unscramble the dates and place in a chronological timeline or flow diagram to show significant dates in WA Police history. Students can also use the following websites to conduct additional research:

Western Australian Police at www.police.wa.gov.au/Aboutus/Ourhistory/tabid/1035/Default.aspx

Western Australia Police Historical Society Inc at www.policewahistory.org.au/index.html

3. Pose the question, “Are the Police linked to the Crime Stoppers?” to the class and discuss. Ask students to look at the Crime Stoppers website and identify what characteristics demonstrate the connection to the Police force. Ask students to think about when people should call the Police and not Crime Stoppers. Provide students with access to Who are you going to call? (Resource 7) and have them complete.

When did the police force begin in Australia?

Was this the same year as Western Australia?

What type of work did the pioneer police officers do?

How did they carry out their duties in the remote areas of the Colony/State?

What events have formed the history of the WA Police force?

What services does the WA Police force separated into?

How are the WA Police force connected to Crime Stoppers?

When would you call the Police and when would you call Crime Stoppers?

Students to:

Complete the History of WA Police information sheet (Resource 6)

Resource 6: History of WA Police information sheet

Western Australian Police at www.police.wa.gov.au/Aboutus/Ourhistory/tabid/1035/Default.aspx

Western Australia Police Historical Society Inc at www.policewahistory.org.au/index.html

Our community: my responsibility Lesson 3: The history of the Western Australian Police

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion


Students to understand the key factors which led to the establishment of police in Western Australia

Students to explore the connection between the WA Police force and Crime Stoppers


http://www.police.wa.gov.au/Aboutus/Ourhistory/tabid/1035/Default.aspx


http://www.policewahistory.org.au/index.html










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Learning experiences Focus questions Assessment Resources 4. Discuss with the class the following statement in

the context of Crime Stoppers, “The police are the public and the public are the police”. Ask students to consider the history of the WA Police force and write a response to this statement taking into account the role of Crime Stoppers in society. Provide them with access to The police are the public and the public are the police (Resource 8) to present the response.

Conduct a gallery walk, inviting students to view and read all of the displayed work.

Resource 7: Who are you going to call?

Resource 8: The police are the pubic and the public are the police




Civics and Citizenship Knowledge and Understanding Government and democracy How citizens’ choices are shaped at election time through public debate, the media, social media, opinion polls, advertising and

political party campaigns











Problem-solving and decision-making Recognise and accept multiple perspectives and ambiguities; and use strategies to negotiate and resolve contentious issues



44



and context


History





Explanation and communication Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced

Select and use a range of communication forms (oral, graphic, written) and digital technologies

English


Literacy Interacting with others Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive

language, varying voice tone, pitch, and pace, and using elements such as music and sound effects

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes


Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue,


45


situation or character in different texts

Creating texts






10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU, AAEA, HC











advocating for increased local facilities and resources to support young people to make healthier, safer and more active


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choices (AD,FN, HBPA, MH, RS, S)

10.7b Critique contextual factors and behaviours that influence the health and wellbeing of their communities NUM,PSC, LIT, ICU,CCT, EU, SUS

examining social, cultural and economic factors that influence the health behaviours of people in their community (AD, FN,HBPA, MH, RS, S)




Applying social and ethical protocols and practices when using ICT Identify the impacts of ICT in society

assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use






















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49



50




















Conducting







51















Culture


Beliefs and culture








52






Conducting



That cultural practices influence identity


Conducting






Developing respectful relationships o Applying social skills to different situations and relationships o cyberbullying

Enhancing resilience as an adolescent o Making connections o Benefits of support

Safety Safety – me and others

o Strategies to keep safe o Identification and protection against unsafe situations o Factors influencing risk taking o Recognising, assessing and responding to risk situations


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54






Context/Audience




Conventions








Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context.

English


Writing



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Context/Audience






Purpose




o to critically analyse other texts and argue topics (eg essays)

Context/Audience


texts make critical commentary about personal, social, cultural and political issues (eg allegory, persuasive writing, satire)

Conventions

Text Conventions








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Learning experiences Focus questions Assessment Resources 1. Place the words ‘Australian citizen’ on the board.

Ask students to think of what this term means to them. Invite them to recall words that describe what a citizen of Australia is, what they sound like and what they look like. Provide students with access to What is an Australian citizen Y-chart (Resource 9) and have them complete.

2. Discuss with the class some of the answers that were brainstormed. Explain that an Australian Citizen is someone who has been born here to Australian parents or permanent resident parents, or when you apply for and are accepted for citizenship.

3. Pose the following question to the class, “What are the responsibilities and privileges of being Australian citizen?” Use a consensus building activity to establish a communal definition.

4. Provide students with access to Responsibilities and privileges of Australian citizenship KWL chart (Resource 10) and ask them to complete.

As a class discuss their responses in the first column (What do I know?). Pose the question, “How are the responses different or the same between students in the class?”

5. Direct students to research all aspects of citizenship at the Australian Department of

What are the responsibilities of an Australian citizen?

What are the privileges of being an Australian citizen?

Do young people have the same responsibilities as adult citizens?

Are police able to work effectively when we are good citizens?

Do we need police in our society?

What does ‘act dutifully’ mean?

Students to:

Complete the Australian citizenship assessment (Resource 11)

Resource 9: What is an Australian citizen Y-chart

Resource 10: Responsibilities and privileges of Australian citizenship KWL chart

Our community: my responsibility Lesson 4: Citizen: Australian Citizenship

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion


Students discuss their definition of an Australian citizen

Students to understand the responsibilities and privileges of an Australian citizen



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Learning experiences Focus questions Assessment Resources Immigration and Border Protection website www.citizenship.gov.au/should_become/.

6. Ask students to create a brochure which will advertise why people will want to become an Australian citizen. Include information such as:

How to become an Australian citizen Requirements Test needed to be completed Privileges and responsibilities of citizenship An example of an active member of the

community or someone who has become a citizen

Any other relevant information such as reasons or benefits

7. Provide students with access to the Australian citizenship assessment (Resource 11) and ask them to complete.

8. Display this statement to the class, “In order to police effectively and successfully, citizens are required to act dutifully in accordance with the police”. Hold a class discussion about the statement and pose the following questions:

What does this mean? How does this relate to Crime Stoppers

(protecting what we value)? Do we need police in our society? What does ‘act dutifully’ mean?

Resource 11: Australian citizenship assessment

Australian Citizenship information website www.citizenship.gov.au

Additional resources:

http://australiancitizenshipday.govspace.gov.au/home/student-activity-sheets/


http://www.citizenship.gov.au/should_become/

http://www.citizenship.gov.au/










Civics and Citizenship Knowledge and Understanding

Government and democracy

The role of contemporary political parties and independent representatives in Australia’s democracy and system of government

How citizens’ choices are shaped at election time through public debate, the media, social media, opinion polls, advertising and political party campaigns



The key principles of Australia’s justice system, including equality before the law, habeas corpus, impartiality of the law, independent judiciary, fair trial and right of appeal











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Problem-solving and decision-making Use democratic processes to reach consensus as a group on a course of action relating to a civics or citizenship issue and

plan for that action


and context


History



Analysis and use of sources




English




Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive


59



Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes



Creating texts







investigating how cultural customs and practices surrounding transitions to adulthood differ between cultures (MH,RS)







designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote


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a sense of connection and belonging with the community (MH, RS)

10.7b Critique contextual factors and behaviours that influence the health and wellbeing of their communities NUM, PSC, LIT, ICU,CCT, EU, SUS





Investigating with ICT Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Select and evaluate data and information develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources

Creating with ICT Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Communicating with ICT Collaborate, share and exchange select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge

Inquiring – identifying, exploring and organising information and ideas Pose questions pose questions to critically analyse complex issues and abstract ideas Identify and clarify information and ideas clarify complex information and ideas drawn from a range of sources Organise and process information critically analyse independently sourced information to determine bias and reliability

Generating ideas, possibilities and actions Consider alternatives speculate on creative options to modify ideas when circumstances change Seek solutions and put ideas into action assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action

Analysing, synthesising and evaluating reasoning and procedures Draw conclusions and design a course of action use logical and abstract thinking to analyse and synthesise complex information to inform a course of action


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Reflect on ethical action

evaluate diverse perceptions and ethical bases of action in complex contexts

Exploring values, rights and responsibilities Explore rights and responsibilities











use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts.

Deliver presentations

plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience




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Personal and social capability

Social awareness Contribute to civil society

plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels

Social management Communicate effectively

formulate plans for effective communication (verbal, nonverbal, digital) to complete complex

Work collaboratively

critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks

Make decisions

develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making

establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes

Work independently and show initiative

Self-management
















Conducting









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Place and Space Applying and Communicating Findings










Culture


Beliefs and culture










66




Conducting




Wellness

Self understanding

o Communicate effectively in community



o affirming diversity

o cyberbullying



Safety






English





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Context/Audience




Conventions









Context/Audience



after-viewing strategies to evaluate personal interpretations of a text (eg retrieval chart for examining values) CSWA003 | Our community: My responsibility © Crime Stoppers WA Ltd 2013

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Purpose




Context/Audience


texts present a version of reality that readers are able to question and challenge (eg an expository text is a selected version of reality told from a particular perspective)


Conventions

Text Conventions




strategies for reading with a clear purpose (eg understanding keywords in topic/question, forming an argument, drawing inferences and making links between texts)





70

Learning experiences Focus questions Assessment Resources 1. Organise students into pairs. Ask each pair to

develop four sentences that use the word ‘citizen’. Explain that they are to include four different aspects about citizens (eg being actively involved in the community, citizen as a legal term, values of a citizen, responsibilities). Hold a class discussion to revise citizenship using the pairs’ sentences as discussion leads.

2. Ask students to conduct an investigation into the citizenship in two other countries (eg USA and Japan). The investigation is to compare and contrast the two countries’ citizenship and include:

steps needed to become a citizen

requirements and eligibility

responsibilities and privileges

rights of the citizen

3. Pose the following questions and discuss as a class:

Does the citizenship process differ from Australia?

Do you think that any of the Australian steps need to be changed?

4. Hold a class discussion relating citizenship back to the theme of protecting what we value, the role of Crime Stoppers and the connection with police.

What is citizenship?

What role does Crime Stoppers have in citizenship?

How do people become citizens of Australia?

What are the benefits of becoming an Australian citizen?

What is an Australian Citizen of the Year?

What should we look for in an Australian Citizen of the Year?

Students to:

Complete a letter to their local newspaper reflecting on their personal identity and commitment to Australian democratic citizenship

Citizenship information on the Australian Department of Immigration and Border Protection website www.citizenship.gov.au

Resource 12: Becoming an Australian citizen

Our community: my responsibility Lesson 5: Civic responsibility comes with belonging

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion


Students to identify the main steps in becoming an Australian citizen

Students are to explore the diversity of Australian citizens





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Learning experiences Focus questions Assessment Resources Pose the questions, “Are people who are not Australian citizens allowed to use a service like Crime Stoppers? If so, how do they cater for this?”

5. Ask students to write a letter to their local newspaper reflecting on their personal identity and commitment to Australian democratic citizenship. The letter needs to include what citizenship means to them, and how it influences their interactions with others and the wider community.

6. Ask students to read the personal stories about Australian citizenship at the Australian Department of Immigration and Border Protection website www.citizenship.gov.au/should_become/personal-stories.

Provide students with access to Becoming an Australian citizen (Resource 12) and ask them to complete. Display the completed worksheets around the class.

7. Hold a class discussion on what the students believe a ‘Citizen of the Year’ is. Pose questions such as, “What do you think they look like? What do they do? Are they a sportsman, doctor etc?”

Ask students to research who was last year’s Australian ‘Citizen of the Year’ and why they were honoured with the title. Ask students if they can recall any other Citizens of the Year.

Additional resources:

Discovering Democracy Units www1.curriculum.edu.au/ddunits/guide/g4_citizens.htm


http://www.citizenship.gov.au/should_become/personal-stories

http://www.citizenship.gov.au/should_become/personal-stories

http://www1.curriculum.edu.au/ddunits/guide/g4_citizens.htm






Civics and Citizenship Knowledge and Understanding Laws and citizens The key principles of Australia’s justice system, including equality before the law, habeas corpus, impartiality of the law, independent

judiciary, fair trial and right of appeal Citizenship, diversity and identity The influence of traditional and new media in shaping identities and attitudes to diversity

How ideas about and experiences of Australian identity are influenced by global connectedness and mobility Civics and Citizenship Skills Questioning and research Identify, select and evaluate a range of questions to inform an inquiry about Australia's social, political and legal systems




Develop a reasoned argument based on evidence to support a position Problem-solving and decision-making Use democratic processes to reach consensus as a group on a course of action relating to a civics or citizenship issue and

plan for that action Communication and reflection Present civics and citizenship ideas, opinions and positions using subject specific language for an intended purpose, audience,

and context



72


History




Analysis and use of sources Evaluate the reliability and usefulness of primary and secondary sources




English





Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints

Interpreting, analysing, evaluating Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension



73


Creating texts




















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75










Creating with ICT Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Communicating with ICT

Communicating with ICT Collaborate, share and exchange select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge





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Make decisions



Self-management Work independently and show initiative







Methods for sequencing the past people, events and ideas of a time period can cause turning points and reflect a perspective










Conducting








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Culture


Beliefs and culture








factors may cause conflict and tension between cultural groups (eg religious tensions, trade and economic power, CSWA003 | Our community: My responsibility © Crime Stoppers WA Ltd 2013

80


environmental values, prejudice)



Conducting




Wellness

Self understanding




o cyberbullying




Safety Safety – me and others





English




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Contextual Understandings Purpose Texts are written for different purposes, including:


o to inform, inquire, explain, describe or instruct, which writers achieve, for example, by writing reports or news articles* o to persuade, which writers achieve, for example, by writing analytical essays or letters to the editor*

Context/Audience












Purpose

visual texts are created for different purposes, including: o to make critical social commentary (eg satirical political cartoons or graphic novels) o to investigate by providing a perspective or ‘voice’ for local or national issues (eg an online newspaper)


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Context/Audience

features of visual information texts manipulated to shape a point of view (eg narrator as actor or camera angles which position the viewer as a participant)



critical viewing strategies including providing multiple readings (eg examining how gender or social groups represented in the characters; identifying those attitudes given prominence and those marginalised)




readers read texts that have been written for different purposes including: o to raise complex social issues and make critical social commentary (eg stories, novels, plays) o to present an argument from an alternate point of view on sensitive social issues and persuade readers to adopt the same

attitude (eg feature articles) Context/Audience




o paragraph structure to cohesively persuade(eg each sentence reinforces topic sentence) Processes and Strategies





84

Learning experiences Focus questions Assessment Resources 1. Organise students into pairs and ask them to

brainstorm, “What does a safer neighbourhood mean to you and your family?” Write each pairs’ key words and thoughts in the centre of the board.

2. Ask students individually to make a list of concerns that occur in their local communities and their neighbourhood. Ask students to then share their list with a partner.

3. Pose the question, “Are these concerns all crimes, or are they non-criminal community concerns?”

As a class decide on some suitable headings that these concerns can be divided into (examples of headings for crimes can be found on the Crime Stoppers website). Divide and place the concerns under the headings.

4. Organise the class into small groups. Ask each group to select a concern and devise a role play about the concern. Provide the groups with access to Role play planning (Resource 13) to help with the planning process. The role play is to include:

how the concern affects the community / neighbourhood

two possible solutions to the concern

how people will feel safe in the community

an intervention

What does a safer neighbourhood mean to you?

How can people feel safe in our community?

Can young people really make a difference?

How does local government contribute to the needs of a community?

What can we do to help crime prevention?

What is community justice? Is it relevant to Crime Stoppers?

Students to:

Complete Local government Venn diagram (Resource 14)

Crime Stoppers website https://wa.crimestoppers.com.au/

Resource 13: Role play planning

Resource 14: Local government Venn diagram

Our community: my responsibility Lesson 6: Active citizenship - Shaping our community

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion

Understanding, tolerance and inclusion


Students to evaluate what a safe neighbourhood means to them

Students to explore how local government contributes to the needs of a community


https://wa.crimestoppers.com.au/




85

Learning experiences Focus questions Assessment Resources a conclusion about why the right solution was

chosen.

5. The work of the local government (councils) can be grouped into three major categories:

Providing services (eg waste collection)

Caring for people and the environment (eg parks, community events)

Planning for future needs (eg town planning)

Provide students with access to the Local government Venn diagram (Resource 14) and ask them to list examples of work that local government does in the three major categories. Place the common ones in the centre of the Venn diagram. Direct students to research the websites of their own local council, WA Local Government Authority www.walga.asn.au and the WA Department of Local Government and Communities website www.dlg.wa.gov.au/Content/LG/Default.aspx.

6. Ask students to review the two links under Crime Prevention on the Crime Stoppers website - Eyes on the Street and Neighbourhood Watch. Pose the students the question, “What can you do to help crime prevention?”

7. Provide students with access to Contributing to crime prevention (Resource 15) and have them

WA Local Government Authority www.walga.asn.au

WA Department of Local Government and Communities

www.dlg.wa.gov.au/Content/LG/Default.aspx

Resource 15: Contributing to crime prevention


http://www.walga.asn.au/

http://www.dlg.wa.gov.au/Content/LG/Default.aspx







86

Learning experiences Focus questions Assessment Resources complete, linking their answers back to the Crime Stoppers website as often as possible.

Display the worksheets and ask students to comment on the content of each other’s perspectives.

8. Hold a class discussion by posing the question, “Do you think it is possible for young people to make a difference to crime prevention?”

Additional resources

Discovering Democracy Units www1.curriculum.edu.au/ddunits/guide/g4_citizens.htm

Crime prevention and safer communities www.justice.vic.gov.au/home/safer+communities/crime+prevention/

Neighbourhood Watch Activities http://nhw.wa.gov.au/eactivities.html









http://www.justice.vic.gov.au/home/safer+communities/crime+prevention/





http://nhw.wa.gov.au/eactivities.html





Civics and Citizenship Knowledge and Understanding Citizenship, diversity and identity The influence of traditional and new media in shaping identities and attitudes to diversity

How ideas about and experiences of Australian identity are influenced by global connectedness and mobility Civics and Citizenship Skills Questioning and research Identify, select and evaluate a range of questions to inform an inquiry about Australia's social, political and legal systems





Develop a reasoned argument based on evidence to support a position Problem-solving and decision-making Recognise and accept multiple perspectives and ambiguities; and use strategies to negotiate and resolve contentious issues



and context



87



88

History





English







Creating texts







10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU, AEA, HC

















89



90




























91






















92



93









Make decisions



Self-management







Methods for sequencing the past people, events and ideas of a time period can cause turning points and reflect a perspective










Conducting








94












Culture


Beliefs and culture










95




Conducting




Wellness

Self understanding




o cyberbullying




Safety






English





96







Context/Audience




Conventions









Context/Audience



after-viewing strategies to evaluate personal interpretations of a text (eg retrieval chart for examining values) CSWA003 | Our community: My responsibility © Crime Stoppers WA Ltd 2013

97



98



readers read texts that have been written for different purposes including: o to raise complex social issues and make critical social commentary (eg stories, novels, plays) o to present an argument from an alternate point of view on sensitive social issues and persuade readers to adopt the same

attitude (eg feature articles) Context/Audience




paragraph structure to cohesively persuade (eg each sentence reinforces topic sentence) Processes and Strategies



Listening and Speaking Purpose

Speakers and listeners interact in different ways depending on the context and purpose including: o to entertain through role plays and dramatisations (eg recreate a scene from a literary text that explores moral and ethical

dilemmas) o to evaluate similarities and differences in values and attitudes expressed in a text with own beliefs (eg promotional speech

to persuade listeners to undertake a dangerous venture) o to extend understanding with contextual background (eg provide an historic account of a topical issue) o to expand with background information (eg include a biographical account when introducing a guest speaker)



99

Learning experiences Focus questions Assessment Resources 1. Explain to the students, “In the past few lessons

we have talked about citizenship and what it means to be an active Australian citizen. Sometimes we aren’t always capable of doing this”.

2. Pose the question, “What is the Bystander Effect?” and hold a class discussion to explore the topic.

3. Ask students to read through the information on the Bystander Effect on the Changing minds website at http://changingminds.org/explanations/theories/bystander_effect.htm

4. Provide students with access to the Bystander Effect explosion chart (Resource 16) and ask them to complete.

5. Ask students to research and summarise the murder of Kitty Genovese and how it influenced the establishment of the Bystander Effect.

6. Ask students to identify where the Bystander Effect and the Diffusion of Responsibility occurred in the Kitty Genovese case based on their research.

7. Provide students with access to the Diffusion of Responsibility (Resource 17) and ask them to complete by identifying examples of these terms in their own lives.

What is the Bystander Effect?

What are its origins?

Who is Kitty Genovese?

What is the Diffusion of Responsibility?

How does Crime Stoppers encourage taking action in a positive way?

Students to:

Complete Diffusion of Responsibility (Resource 17)

Resource 16: Bystander Effect explosion chart

Changing minds website www.changingminds.org/explanations/theories/bystander_effect.htm

Resource 17: Diffusion of Responsibility

Our community: my responsibility Lesson 7: The Bystander Effect - does it exist?

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion

Understanding, tolerance and inclusion


Students to demonstrate a clear understanding of the terms Bystander Effect and Diffusion of Responsibility


http://changingminds.org/explanations/theories/bystander_effect.htm

http://changingminds.org/explanations/theories/bystander_effect.htm

http://www.changingminds.org/explanations/theories/bystander_effect.htm






100

Learning experiences Focus questions Assessment Resources 8. Hold a class discussion by posing the question,

“How does Crime Stoppers encourage taking positive action in our community?” (eg protecting what we value, reducing the negative state of actions).

9. Ask students to consider in what ways they can take positive action.






Questioning and research Identify, gather and sort information and ideas from a range of sources and reference as appropriate







Communication and reflection Present civics and citizenship ideas, opinions and positions using subject specific language for an intended purpose,

audience, and context


101


History








English






Creating texts




102






















103



104





Information and Communication Technology Creative and critical thinking
























105



106


































Make decisions



107


















Conducting







108














Culture


Beliefs and culture









109




Conducting




Wellness

Self understanding




o cyberbullying




Safety






English





110






Context/Audience












Context/Audience





111



112


Reading Contextual Understandings Purpose readers read texts that have been written for different purposes including:

o to raise complex social issues and make critical social commentary (eg stories, novels, plays) o to present an argument from an alternate point of view on sensitive social issues and persuade readers to adopt the same

attitude (eg feature articles) Context/Audience texts can reinforce or challenge readers’ attitudes, however, readers can resist dominant/intended readings and world views

presented (eg reading a typical text from different perspectives) texts can be assessed by their context (eg publication date, author’s background, website address and reliability and quality of

supporting information) Conventions Text Conventions Information and Argument Texts paragraph structure to cohesively persuade (eg each sentence reinforces topic sentence) Processes and Strategies strategies to identify values and attitudes supported or criticised in a text (eg recognising evaluative vocabulary and adjectival

phrases)


Listening and Speaking Purpose Speakers and listeners interact in different ways depending on the context and purpose including:

o to entertain through role plays and dramatisations (eg recreate a scene from a literary text that explores moral and ethical dilemmas)

o to evaluate similarities and differences in values and attitudes expressed in a text with own beliefs (eg promotional speech to persuade listeners to undertake a dangerous venture)

o to extend understanding with contextual background (eg provide an historic account of a topical issue) o to expand with background information (eg include a biographical account when introducing a guest speaker)



113

Learning experiences Focus questions Assessment Resources 1. Invite students to explore and review the Gallery of

Australian Biographies on the Australian Government’s Civics and Citizenship website at www.civicsandcitizenship.edu.au/cce/gallery_of_australian_biographies,14538.html.

2. Ask the students to select a historical figure from the website or a member of their community who has made a positive difference.

3. Ask students to research the differences this individual has made and how their actions have affected modern day Australia.

4. After reading the biography and any other relevant materials, ask students to suggest the possible motivations for their selected person’s actions and identify the values that they represent.

5. Instruct students to collate their research information into a presentation.

Tell them to relate the presentation back to the theme of ‘protecting what we value’ (the role of Crime Stoppers).

The presentation should have the following sections:

Introduction: Use the library and internet research to describe the person in a greater sense.

Why are you interested in this person?

How has this person contributed to affect modern day Australia?

What has this person achieved in terms of social, economic and political outcomes?

What are this person’s values?

Students to:

Create a presentation on an Australian historical figure that has made a positive difference to the nation

Australian Biography www.australianbiography.gov.au/

Biographical writing www.civicsandcitizenship.edu.au/cce/cce_biographical_writing,23524.html

Our community: my responsibility Lesson 8: Australians making a difference

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion


Students to research Australians who have contributed to modern day Australia

Students to expand their knowledge of how Crime Stoppers protects what they value


http://www.civicsandcitizenship.edu.au/cce/gallery_of_australian_biographies,14538.html

http://www.civicsandcitizenship.edu.au/cce/gallery_of_australian_biographies,14538.html

http://www.australianbiography.gov.au/



http://www.civicsandcitizenship.edu.au/cce/cce_biographical_writing,23524.html






114

Learning experiences Focus questions Assessment Resources Background: Information about the person. Who

it is. Where are they from? What was their upbringing like?

Content: What did they do? In what ways did they make a positive difference? How has this person contributed to affect modern day Australia? What has this person achieved in terms of social, economic and political outcomes? What are this person’s values?

Conclusion: A summary of the research that does not include any new information.

6. Have students collate and present.


Australian Curriculum connections Civics and Citizenship





Questioning and research Identify, gather and sort information and ideas from a range of sources and reference as appropriate









and context



115


History


Historical skills Chronology, terms and concepts Use chronological sequencing to demonstrate the relationship between events and developments in different periods and

places

Historical questions and research Identify and locate relevant sources, using ICT and other methods






English



language, varying voice tone, pitch, and pace, and using elements such as music and sound effects Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic

and playful purposes




116



117

Creating texts






































118





















Deliver presentations

plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience




119



120










Make decisions




Self-management




Time, continuity and change Suggested topics: changes to Australian citizenship* (Civics & Citizenship) (eg 1850s Chinese restrictions, the 1901 Immigration Restriction Act, perspectives on citizenship today) Understanding the Past Methods for sequencing the past time is used to sequence the past, identify cause and effect and make comparisons

people, events and ideas of a time period can cause turning points and reflect a perspective The interrelationship between people, events and ideas


people, events and ideas are interrelated and impact on opinions, actions, values and perspectives* Interpretations and Perspectives

an understanding of perspectives helps to develop empathy with the past and develop an individual perspective* Conducting



to select formats for recording and organising historical information/evidence Processing and Translating


how to link significant people, events and ideas (eg in maintaining continuity or creating change) Applying and Communicating Findings




121










Culture Students understand that people form groups because of their shared understandings of the world and, in turn, they are influenced by the particular culture so formed. Beliefs and culture That cultural groups have values and beliefs, characteristics and influences


world views and values of a society are reflected in the political and legal system* (Civics & Citizenship) Cohesion and Diversity That cultural groups are both cohesive and diverse and change over time





Conducting



122











Safety






English









123


Context/Audience




Conventions









Context/Audience






Purpose


124



125




Context/Audience


Conventions

Text Conventions







Speakers and listeners interact in different ways depending on the context and purpose including:



o to extend understanding with contextual background (eg provide an historic account of a topical issue)

o to expand with background information (eg include a biographical account when introducing a guest speaker)



126

Learning experiences Focus questions Assessment Resources 1. Explain to students that they are going to design a

campaign on an issue that is important to them. Tell them that the campaign needs to be about enhancing community safety and crime prevention and focus on one of the following elements:

Preventing or reducing crime

Preventing or reducing anti-social behaviour

Bystander Effect

Improving community safety and security

Reducing the fear of crime

2. Ask students to view current and past Crime Stoppers campaigns to gain inspiration for their campaign.

3. Provide students with access to Campaign planning checklist (Resource 18) and ask them to complete to help with the planning process.

What is important to you?

How can community safety enhance the lives of all those in your family?

How can I make a difference?

What do Crime Stoppers promote? What are the values they uphold?

Students to:

Design a campaign on an issue that is important to them, focussing on enhancing community safety and crime prevention

Crime Stoppers website www.wa.crimestoppers.com.au

Resource 18: Campaign planning checklist

Our community: my responsibility Lesson 9: We want change! Crime prevention

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion


Students to research and create a campaign focussed on community safety and crime prevention


http://www.wa.crimestoppers.com.au/

http://www.wa.crimestoppers.com.au/

Australian Curriculum connections Civics and Citizenship* Strand | Sub-strand | Content descriptions

Civics and Citizenship Knowledge and Understanding Laws and citizens The role of courts, including Aboriginal and Torres Strait Islander Peoples' means of legal governance, to apply and interpret














and context


127


History




Analysis and use of sources Evaluate the reliability and usefulness of primary and secondary sources




English





Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints

Interpreting, analysing, evaluating Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension



128


Creating texts






10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU,AAEA, HC











investigating community action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities (AD, FN, HBPA, MH, RS, S)



129



130










Creating with ICT Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes

Communicating with ICT Collaborate, share and exchange select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge





131



132
































Make decisions



133




Time, continuity and change Suggested topics: changes to Australian citizenship* (Civics & Citizenship) (eg 1850s Chinese restrictions, the 1901 Immigration Restriction Act, perspectives on citizenship today) Understanding the Past The interrelationship between people, events and ideas


people, events and ideas are interrelated and impact on opinions, actions, values and perspectives* Continuity and Change That change is a feature of all societies

the impact of change varies with context and perspective (eg direct or indirect involvement, short-term or long-term impact) Interpretations and Perspectives That interpretations and perspectives of history vary

an understanding of perspectives helps to develop empathy with the past and develop an individual perspective* Conducting



to select formats for recording and organising historical information/evidence Processing and Translating


how to link significant people, events and ideas (eg in maintaining continuity or creating change) Applying and Communicating Findings




134



135









Culture Students understand that people form groups because of their shared understandings of the world and, in turn, they are influenced by the particular culture so formed. Beliefs and culture That cultural groups have values and beliefs, characteristics and influences


world views and values of a society are reflected in the political and legal system* (Civics & Citizenship) Cohesion and Diversity That cultural groups are both cohesive and diverse and change over time





Conducting









o cyberbullying




Safety






English









136


Context/Audience




Conventions









Context/Audience






Purpose


137



138




Context/Audience



Conventions

Text Conventions







Speakers and listeners interact in different ways depending on the context and purpose including:



o to extend understanding with contextual background (eg provide an historic account of a topical issue)

o to expand with background information (eg include a biographical account when introducing a guest speaker)


CSWA003 | Our community: my responsibility © Crime Stoppers WA Ltd 2013

139

Learning experiences Focus questions Assessment Resources 1. Hold a discussion with the students on what Crime

Stoppers means to them, their society and their future.

2. Review the rationale from Lesson 1 and discuss how the program has developed their understanding of society.

The rationale of students undertaking this program is to allow students to develop an understanding of how important they are and how valuable their actions and contributions can be in maintaining and shaping our society. By knowing how to be a good citizen, students are able to enhance their sense of belonging to their society.

3. Ask students to write a reflective summary about the program of work. Include some of the following aspects:

What was your favourite lesson? Why?

Did you participate to the best of your ability? Why or why not?

How has Crime Stoppers portrayed their campaigns to the everyday public?

How can I help to improve the profile of Crime Stoppers?

How can we as a school community, build the profile of Crime Stoppers and also the upholding of our important values?

What have you learnt over the program?

What do you need to do if you see a crime being committed?

What actually happens to your information?

Students to:

Write a letter to the school principal outlining the need to build the profile of Crime Stoppers in the school community

Our community: my responsibility Lesson 10: Program reflection and review

Year 9

Lesson focus

Explicit values

Respect

Responsibility

Freedom

Integrity

Care and compassion


Students to revisit the rationale for engaging in the program

Students to demonstrate their knowledge and understanding of Crime Stoppers, citizenship and their role in society















and context


140


History


Historical skills Perspectives and interpretations Identify and analyse different historical interpretations (including their own)


English






Creating texts




141













investigating community action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities (AD, FN, HBPA, MH, RS, S)







142
















Generating ideas, possibilities and actions Consider alternatives speculate on creative options to modify ideas when circumstances change






143



144








Comprehending texts through listening, reading and viewing Navigate, read and view learning area text








Express opinion and point of view









Conducting















145





Culture


Beliefs and culture










Conducting




Wellness

Self understanding






146



147






Context/Audience




Conventions



Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context.



Safety






English


Writing



148







6


149

No. Resource Page

1 Crime Stoppers KWL chart 150

2 Crime story map 151

3 What I know about the police: Think-pair-share 152

4 International police force search 153

5 Timeline of the police force 157

6 History of the WA Police information sheet 158

7 Who are you going to call? 160

8 The police are the public and the public are the police 163

9 What is an Australian citizen Y-chart 164

10 Responsibilities and privileges of Australian citizenship KWL chart 165

11 Australian citizenship assessment 166

12 Becoming an Australian citizen 167

13 Role play planning 168

14 Local government Venn diagram 169

15 Contributing to crime prevention 170

16 Bystander Effect explosion chart 171

17 Diffusion of Responsibility 172

18 Campaign planning checklist 173

Additional resources

No. Resource Page

A Crime Stoppers word search 174

B Crime Stoppers hidden messages 176

C Decipher the code 177


6


150

Crime Stoppers KWL chart 1

TASK: At the start of the lesson, fill in the table below with what you know about Crime Stoppers and what you want to know about Crime Stoppers. At the end of the lesson, fill in what you learnt about Crime Stoppers.

What do I KNOW? What do I WANT to know? What did I LEARN?


6


151

Crime story map 2

TASK: Look at the Crime Stoppers website and select one of the crimes that can be reported. Draft the story by completing the elements below.

Your name: _____________________________________

Title: __________________________________________________________________________

Main character/s involved:__________________________________________________________

_______________________________________________________________________________

Setting of crime:__________________________________________________________________

_______________________________________________________________________________

What crime is involved? ___________________________________________________________

_______________________________________________________________________________

Beginning of the story – summary notes: ______________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Middle of the story – summary notes: _________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Ending of the story: _______________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

What solution can occur? __________________________________________________________

_______________________________________________________________________________

What general message is Crime Stoppers trying to tell the reader? ________________________

_______________________________________________________________________________

Include any other information (eg illustrations, maps)


6


152

What I know about the police: Think-pair-share 3

TASK: Answer the questions in the ‘What I think’ column then swap with your partner to fill in the ‘What my partner thinks’ column. Work together with your partner to complete the ‘Something new I have learnt’ column.

Question What I think What my partner

thinks Something new I

have learnt

When were the police founded internationally

In what country were they founded?

Do the police have any other names?

How does the police system work internationally?

Where in Australia did the police force first start?

In what year did the police force start in Australia?


6


153

International police force search 4

TASK: With each of the following countries answer the questions to complete your research. Include any extra information that is relevant. Name of country: U______ S_______ __ A__________

When did my Police force establish? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Why did my Police force establish? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ How was the Police force established? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ What are the different sections on my Police force? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Extra information _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________


6


154

International police force search (continued) 4

Name of country: U_____________ K________________



6


155


Name of country: F__________

When did my Police force establish? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Why did my Police force establish? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ How was the Police force established? ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ What are the different sections on my Police force? ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ Extra information ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________


6


156


Name of country: G__________



6


157

Timeline of the police force 5

TASK: Create a timeline from when the police force began to the most recent police force that has been formed.

2014 1900

1800 2000


6


158

History of the WA Police information sheet 6

TASK: Place the significant dates in WA Police history below in chronological order along a timeline or in a flow diagram.

During the 1860s there were up to 148 men on

the payroll.

A Police Ordinance of 1849 had defined the powers and duties of

constables.

Western Australia has had a police presence

since its establishment as a British Crown Colony in 1829, initially comprising of free settlers chosen to

keep the public peace and assist the courts.

Introduction of identification numbers to assist the Police Service in regulating the seniority

promotion system was introduced in 1898.

In 1922 a new Ford and two motorcycles were purchased to increase the police 'fleet' to five.

Members of the Service were granted one rest day per month in 1907

which was to be taken, if possible, on a Sunday.

The formation of the Metropolitan Police Force on 29 September 1829.

UK

In 1930, Amalgamated Wireless was contracted to establish a two-way radio communication system for the police.

In 1834 a Mounted Police Corps was formed to

prevent or resolve strife between settlers and

Aborigines, but financial constraints meant it was virtually disbanded two

years later.

In 1840 the first full-time Constable was engaged at an annual salary of 40

pounds.

In January 1924, however, members were

granted a second rest day per month.

In 1874 a detective branch was established -

later to become the Criminal Investigation

Branch.

The first motor vehicle, a 20 horsepower Ford, was

purchased in 1910.

The number of 'foot' police was reduced to

three part-time officers by 1837 due to the cost of upkeep of the Service.

By 1915 recruits were receiving formal training

in law, report writing, lifesaving, first aid and

self-defense.

Its current strength is about 5000 officers

servicing over 160 police stations.

Communications were further improved in 1968 with the introduction of hand held radios which were used by officers who were 'walking the

beat'.

Uniforms were not worn by police officers until the

1850s.

In 1853 two detectives were recruited from England for criminal investigation work.

The WA Police, as we know it today, was

brought into being in March 1853 when the

various types of constabulary were

united, called a Police Force and placed under the command of WA's

first Police Commissioner, John

Conroy, an Irish aristocrat and former

army officer.

The first piece of police insignia - a badge - was

issued in 1870.

Two female constables were recruited in 1917.


6


159

History of the WA Police information sheet (continued) 6

ANSWERS

1. The formation of the Metropolitan Police Force on 29 September 1829. UK

2. Western Australia has had a police presence since its establishment as a British Crown Colony in 1829, initially comprising of free settlers chosen to keep the public peace and assist the courts.

3. In 1834 a Mounted Police Corps was formed to prevent or resolve strife between settlers and Aborigines, but financial constraints meant it was virtually disbanded two years later.

4. The number of 'foot' police was reduced to three part-time officers by 1837 due to the cost of upkeep of the Service.

5. In 1840 the first full-time Constable was engaged at an annual salary of 40 pounds.

6. The WA Police, as we know it today, was brought into being in March 1853 when the various types of constabulary were united, called a Police Force and placed under the command of WA's first Police Commissioner, John Conroy, an Irish aristocrat and former army officer.

7. A Police Ordinance of 1849 had defined the powers and duties of constables.

8. During the 1860s there were up to 148 men on the payroll.

9. In 1853 two detectives were recruited from England for criminal investigation work.

10. In 1874 a detective branch was established - later to become the Criminal Investigation Branch.

11. Uniforms were not worn by police officers until the 1850s.

12. The first piece of police insignia - a badge - was issued in 1870.

13. The introduction of identification numbers to assist the Police Service in regulating the seniority promotion system was introduced in 1898.

14. Members of the Service were granted one rest day per month in 1907 which was to be taken, if possible, on a Sunday.

15. In January 1924, however, members were granted a second rest day per month.

16. By 1915 recruits were receiving formal training in law, report writing, lifesaving, first aid and self-defense.

17. Two female constables were recruited in 1917.

18. The first motor vehicle, a 20 horsepower Ford, was purchased in 1910.

19. In 1922 a new Ford and two motorcycles were purchased to increase the police 'fleet' to five.

20. In 1930, Amalgamated Wireless was contracted to establish a two-way radio communication system for the police.

21. Communications were further improved in 1968 with the introduction of hand held radios which were used by officers who were 'walking the beat'.

22. Its current strength is about 5000 officers servicing over 160 police stations.


6


160

Who are you going to call? 7

TASK: Assess the scenario and decide whether you would call the Police or Crime Stoppers. Write in the corresponding box why you have chosen your answer.

WA Police force Scenario Crime Stoppers

Talking about an illegal event that has

happened

Burglary

Car crash


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161

Who are you going to call? (continued) 7

Drug deal

An emergency

Graffiti


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162

Who are you going to call? (continued) 7

Stolen goods


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163

The police are the public and the public are the police 8

TASK: Consider the history of the WA Police force and write a response to the statement, “When looking at the connection between the Police and Crime Stoppers we see that the police are the public and the public are the police”. Take into account the role of Crime Stoppers in society in your response. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________


6 What is an Australian citizen Y-chart 9


164

TASK: Think about words that describe an Australian citizen, what they sound like and what they look like. Complete the Y-chart below.

What is an Australian citizen?

What do they sound like? What do they look like?


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165

Responsibilities and privileges of Australian citizenship KWL chart 10

TASK: Complete the table below about the rights and privileges of Australian citizenship.

What do I KNOW about my responsibilities and privileges?

What do I WANT to know about my responsibilities and

privileges? What did I LEARN about my

responsibilities and privileges? Do I have the same rights

and privileges as an older citizen?


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166

Australian citizenship assessment 11

1. What does Australian citizenship mean to you?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Why is it important for everyone to be a good citizen?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. What are the responsibilities of an Australian citizen?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4. What are the privileges of being an Australian citizen?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5. What are the steps for becoming an Australian citizen if you are not born a citizen?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

6. How can we act dutifully in accordance with the laws of Australia?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


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167

Becoming an Australian citizen 12

TASK: Read the personal stories about Australian citizenship at the Australian Department of Immigration and Border Protection website www.citizenship.gov.au/should_become/personal-stories. Choose the stories of three people and complete the table below.

Questions Person 1 Person 2 Person 3

What was this person’s country of

origin?

When did they receive their Australian

citizenship?

What reasons were given for them

wanting to become an Australian?

What rights does this person have in

Australia that they did not have in their original country?

List any family members that came

with them.

Interesting information


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168

Role play planning 13

TASK: In small groups select a problem in your community and develop a role play. Use the diagram below to help plan your role play.

THE COMMUNITY WOULD FEEL…

HOW THE PROBLEM AFFECTS THE COMMUNITY

SOLUTION 1: WE COULD DO THIS…. SOLUTION 2: WE COULD DO THIS….

INTERVENTION: THE SOLUTION WE CHOOSE IS…

THIS MIGHT HAPPEN… THIS MIGHT HAPPEN…

THE COMMUNITY WOULD FEEL…

THE PROBLEM

CONCLUSION: WHY WE CHOSE THIS SOLUTION


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169

Local government Venn diagram 14

TASK: Research local government and list examples of the work that it does into the three main categories. Place the common ones in the centre of the Venn diagram.

Providing services Caring for people and the environment

Planning for future needs


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170

Contributing to crime prevention 15

TASK: Read the information on the Crime Stoppers website about the Eyes on the Street and Neighbourhood Watch programs. Consider what you can do to help crime prevention and complete the table below.

Issue What can I do? What can/should the

government do?


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171

Bystander Effect explosion chart 16

TASK: Research the Bystander Effect on the Changing minds website at http://changingminds.org/explanations/theories/bystander_effect.htm and fill in the research questions below.

What is it? Kitty Genovese 5 step process Step 1

Other information 5 step process Step 2

Bystander Effect

5 step process Step 3 Diffusion of Responsibility

5 step process Step 5

5 step process Step 4


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172

Diffusion of Responsibility 17

TASK: Use the knowledge you have on the Diffusion of Responsibility and the Bystander Effect to complete the following table using your own examples.

Environment

Scenario where the Diffusion of Responsibility and the

Bystander Effect have occurred

What could I have done?

Classroom

Recess/Lunch

Neighbourhood

Community


18 Campaign planning checklist


173

TASK: While planning your campaign, use the checklist to ensure all details are completed. Use the end column to summarise your ideas.

Completed

() Summary

What is the aim of the campaign

What form of media will be used?(eg multimedia, posters, ICT)

Who will the campaign be aimed at?

Where will the campaign be displayed?

How will people know who is talking to them?

Keep information tidy and concise

Be consistent

Select appropriate images


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174

Crime Stoppers word search A

TASK: Find the words and reveal the hidden message.

R R V D N O P S E R Y N V Q D

C A T C H I T I F F A R G H R

E S L P T D R A W E R B G N A

F N I F O E C E I P Y R E V E

A C S P L E H N O I T A M R O

S R E P P O T S E M I R C L L

Y T I L I B I S N O P S E R W

A Z T J Z S O C I E T Y J C E

N P R E V E N T R E P O R T R

C M N E I G H B O U R H O O D

I Y E P R O T E C T R S B D Q

V T V A C T I O N H Y I B U I

I U I C O M M U N I T Y E A S

C D G C R I M I N A L Z R R A

E C I L O P V A L U E S Y F W

Action Give Responsibility Catch Neighbourhood Reward Civic Police Robbery Community Prevent Saw Criminal Protect Society Duty Report Values Fraud Respond

__ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ .

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __.


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175

Crime Stoppers word search (continued) A

SOLUTION:

R R V D N O P S E R Y N V Q D

C A T C H I T I F F A R G H R

E S L P T D R A W E R B G N A

F N I F O E C E I P Y R E V E

A C S P L E H N O I T A M R O

S R E P P O T S E M I R C L L

Y T I L I B I S N O P S E R W

A Z T J Z S O C I E T Y J C E

N P R E V E N T R E P O R T R

C M N E I G H B O U R H O O D

I Y E P R O T E C T R S B D Q

V T V A C T I O N H Y I B U I

I U I C O M M U N I T Y E A S

C D G C R I M I N A L Z R R A

E C I L O P V A L U E S Y F W

Every piece of information helps. Call Crime Stoppers.


B Crime Stoppers hidden messages


176

TASK: Unscramble the tiles to reveal a message. 1. Y P N F O I O I E C . E V E R M A T N H E L P E O F I Solution:

2. O R M E A K V E O N T O H A E . A N T I N F S P Y O U E N I T I S A B O U T I M P W H A C U P R I M A T I O R T Solution:

3. C A L D O 0 0 C T I A C R I M H A R I M I N A E S L A U T A B O 3 3 A T I Y O U V I T V E I N F P E R 8 0 0 T O P Y ? 3 0 L C O R M S 1 O N Solution:

SOLUTIONS:

1. Every piece of information helps.

2. It is important to speak up when you have information about a crime.

3. Do you have information about a criminal activity? Call Crime Stoppers 1800 333 000.



177

C Decipher the code

TASK: Decipher the code below to reveal the hidden message. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 13

I I I

6 11 23 23 15 24 13 12 13 9 10 18 2 10 24 23 11 18 13 20 10 20

I I I I I

12 26 10 13 2 2 10 20 7 23 18 20 13 3 13 17 13 12 19 12 23 12 26 10 13 2

I . I

24 23 5 5 1 18 13 12 19 10 25 10 2 19 7 13 10 24 10 23 16

I I .

13 18 16 23 2 5 6 12 13 23 18 26 10 17 7 20 24 6 17 17

I . I

24 2 13 5 10 20 12 23 7 7 10 2 20 19 23 1 24 6 18 2 10 5 6 13 18

.

6 18 23 18 19 5 23 1 20

Solution: A good citizen recognises their responsibility to their community. Every piece of information helps. Call Crime Stoppers. You can remain anonymous.


year 9: our community: my responsibility · 2019-05-23 · lesson 3: the history of the western...

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