Teacher guide Citizenship: Let's talk recognition

TLF ID M021185

This resource (an ‘education pack’) is a 28-page pdf about citizenship learning, how citizenship is shaped by social and cultural forces, and how it relates to Reconciliation between Aboriginal and Torres Strait Islander peoples and non-Aboriginal and Torres Strait Islander peoples. Beginning with a historical summary and a list of significant events since 2000, the resource poses four sets of citizenship inquiry questions, each set organised in three sections: Early Years; Primary Years; and Middle Years. It then provides suggested teaching/learning strategies and resource lists to enable students to respond to the questions. The education pack identifies connections to the Australian Curriculum and closes with a glossary, an extensive list of resources, many of which focus on South Australia, and a short statement about Reconciliation South Australia.

Educational details

Educational value
  • This is an important resource for citizenship learning and Reconciliation action in the context of the curriculums for humanities and social sciences (HASS) from Year 3 to year 7; civics and citizenship from 8 to 10; history in years 9 and 10.
  • The primary years sections of the resource are particularly relevant for both the HASS strands. Content descriptions in the Knowledge and understanding strand in a broad citizenship context include how students can actively contribute to communities (3). Content descriptions in the Reconciliation context include those about the importance of Country/Place to Aboriginal and/or Torres Strait Islander peoples (3); the nature of contact between Aboriginal and Torres Strait Islander Peoples and others and the effects of these interactions (4); and the nature of the convict or colonial presence (5).
  • While the teaching/learning strategies set out in the primary years sections of the resource are of value for almost all content descriptions in the Inquiry and skills strand of HASS, they are particularly important for the content description about sequencing information about people's lives and events in years 3 and 4 and highly significant for the content descriptions that focus on students' reflecting on learning to propose actions in response to an issue in years 3, 4 and 5.
  • The middle years section has considerable relevance for content descriptions in years 6 to 9, across a range of learning areas/subjects, particularly civics and citizenship. In year 6 relevant HASS content descriptions include those about the experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, and the shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens. In civics and citizenship the teaching/learning strategies are of clear value for content descriptions refering to different perspectives about Australia's national identity and for students reflecting on their role as a citizen in the Australian context; while in history the strategies are of value for content descriptions refering to the civil rights of Aboriginal and Torres Strait Islander peoples.
Year level

3; 4; 5; 6; 7; 8; 9; 10

Other details

  • Contributor
  • Name: Education Services Australia
  • Organization: Education Services Australia
  • Description: Data manager
  • Address: VIC, AUSTRALIA
  • URL: http://www.esa.edu.au/
  • Copyright Holder
  • Name: Reconciliation South Australia
  • Organization: Reconciliation South Australia
  • URL: www.reconciliationsa.org.au
  • Publisher
  • Name: Reconciliation South Australia
  • Organization: Reconciliation South Australia
  • Description: Publisher
  • URL: www.reconciliationsa.org.au
  • Resource metadata contributed by
  • Name: Education Services Australia Ltd
  • Organisation: Education Services Australia Ltd
  • Address: AUSTRALIA
  • URL: www.esa.edu.au
Access profile
  • Unknown
Learning Resource Type
  • Online
  • © Reconciliation South Australia Inc, unless otherwise indicated. Unless otherwise indicated, this material may be used in accordance with the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) licence www.creativecommons.org/licenses/by-nc/4.0. Third-party material is explicitly excluded from the Creative Commons licence.