Humanities and social sciences / Year 3 / Knowledge and Understanding / Civics and citizenship

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Curriculum content descriptions

Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)

Elaborations
  • developing and justifying a set of fair┬árules and consequences for the class
  • identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
  • considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
  • discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules
  • exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)
  • identifying who has the authority to make rules (for example, at school or in a sporting club)
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
ScOT terms

School rules

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