Bound for Success Scope and Sequence Statements

STUDIES OF SOCIETY AND ENVIRONMENTSystems Resources and PowerConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Citizenship andGovernmentRules and laws – theLegislative system.• Knows that rules tell youwhat you should andshouldn’t do.• Responds to simple rulesat school.• Can say some of the rulesthat exist in their home(e.g. says “ we have a rulethat we are not allowed togo swimming straight afterdinner”).• Knows that there areconsequences if they‘break the rules’.• Knows that rules have tobe followed and there areconsequences if theyaren’t (e.g. knows thatthey will get into troublefrom the teacher if theybreak the rule ‘don’t leavethe room withoutpermission’).• Identifies rules andresponsibilities ofmembers of the schoolcommunity, (e.g. says“everyone has to turn offthe tap after they havewashed their hands”).• Knows some of the rulesof the community (e.g.‘dogs must be kept on alead in public places’, or‘don’t leave litter on thebeach’).• Knows that if they breakcommunity rules they mayget a fine or some otherpunishment.• Gives examples of rulesapplied within families,classrooms, schools andidentify theirfunction/purpose, (e.g.says “a rule we have athome is don’t talk whenyou mouth is full and thisis so that people can’t seefood in your mouth”).• Contributes to discussionsin developing rules,considering fairness (e.g.says “we can’t have a rulethat lets the tallest peopleget their lunch firstbecause that is unfair”).• Recognises communityexpectations often outlinedin codes of behaviour andrules.• Discusses the purpose ofrules (e.g. knows that rulesgovern how sport isplayed; knows that rulesguide drivers on the road;knows the role rules playin the school community).• Identifies consequenceswhen people break rulesand considers how peoplemake amends, (e.g. says “Iwas rude to my teacher soI had to say sorry and mypunishment was that Icouldn’t go to drama classthis week”).• Recognises that rules maybe considered ‘fair’ and‘unfair’ from a range ofperspectives (e.g. knowsthat some rules mayadvantage some peopleand disadvantage others).• Knows the differencebetween a rule and a law.• Understands that groupsand communities interactaccording to rules (e.g.having listened to storiesthat illustrate codes ofconduct – such as Aesop’sFables, AboriginalDreaming stories and theBible, identifies the ‘rules’inherent in them).• Describes what mighthappen if people don’tobey the laws in society(e.g. if people don’t driveon the left hand side of theroad or stop at stop signs).• Knows what it means to‘break the law’.• Knows that every countryhas their own set of laws• Knows that some laws arespecific to the state ofQueensland and others toAustralia.• Knows that some groupsin society have ‘socialrules’ that other groupsdon’t have (e.g. puttingyour hand over yourmouth when you cough orsaying ‘thank you’ whensomeone gives yousomething). HPE• Explores why society haslaws and examines whathappens when peoplebreak laws.• Explores whetherpunishment is always themost appropriateconsequence when a ruleor law is broken andconsiders other ways inwhich people can makeamends.• Discusses rules and lawsthat affect young peopleand assess these accordingto fairness andappropriateness.• Identifies key personnelwithin the legal systemwho help to protectpeople’s rights• Understands that aconstitution is an agreedset of rules of guidelinesfor an organisation.• Recognises that the lawsof other countries apply toAustralians when theytravel overseas.• Knows what a constitutionis (e.g. examines theconstitution for the localfootball club).• Knows that changes ininternational law mayaffect Australian law.• Understands that rules andlaws result from decisionsabout rights andresponsibilities.• Knows that the AustralianConstitution can bechanged through areferendum.• Knows the elements ofAustralia’s law and itsdevelopment.• Knows that laws arewritten by parliaments orthrough decisions made bytheir courts over time (e.g.the driving age and bloodalcohol limits).• Knows that laws maychange over time throughamendments.• Reflect on ways in whichchanging values caninfluence the law (e.g.smoking in public).• Recognise the role of thecourt system (includingfamily court, districtcourts, children’s courts,Magistrates) in upholdingthe law and democraticrights (freedom of speech,of the media, of religion,of association).• Understands that Australiahas a constitution thatdescribes the key featuresof the Federal system ofgovernment and can beamended by referendum.• Recognises that Australiais a signatory to a range ofinternational agreementsthat influence Australianlaw.• Knows about the role ofthe High Court ofAustralia.• Knows the elements of a‘fair trial’ and that peopleare ‘presumed innocent’until proven guilty.• Describes how laws aremade, administered andenforced.• Relates some instanceswhere the justice systemmay have provided aseemingly ‘unjust’outcome (e.g. where oneperson may receive atougher sentence thananother person whocommitted the samecrime, in another city).• Knows about ‘humanrights’ and can talk aboutthese in various contexts(e.g. human rights ofIndigenous people overtime in Australia).• Identifies different levelsin legal structures and thecontributions they make tothe legal system(including district courtsand Supreme Court).• Knows the principles oflaws includingindependence of thejudiciary, equality beforethe law and innocent untilproved guilty.• Considers the role ofgovernment in developingpolicy and formulatinglegislation.• Recognises that there aredifferent types of law (e.g.criminal and corporate).• Explores principles ofjustice includingindependence of thejudiciary, equality beforethe law, presumption ofinnocence, the right ofappeal and restorativejustice.• Recognises that theAustralian Constitutionestablishes the powers andresponsibilities of thenational parliament andthe federal legal systemincluding the High Court.• Evaluates theeffectiveness ofinternational organisationsin protecting human rights(e.g. AmnestyInternational, UnitedNations).Rights andresponsibilities• Identifies some rights andresponsibilities of studentsin their class and in theschool (e.g. knows theyhave a right to feel safeand not be bullied). HPE• Displays personal rightsand responsibilities asstudents, members of asporting team, or membersof the community (e.g.knows that as a member ofa sporting team aresponsibility is to trainwith the team and be ontime to play in the gameand a right is to be treatedwith respect as a teammember). HPE• Identifies some rights andresponsibilities of citizensin their local community(e.g. knows that everyonehas the right to use thetown library and that theresponsibility that goeswith that is to look afterthe books and let otherpeople read quietly).• Knows that somecommunity rules are abouthaving a responsibility tothe community (e.g. thepark/beach belongs to allthe people in thecommunity so we have aresponsibility to all keep itclean for everyone). HPE• Recognises that rightscome with responsibilities(e.g. if we want to usepublic recreation areas forenjoyment we have aresponsibility to help keepit clean) and that if wedon’t carry out ourresponsibilities there areconsequences (e.g. thepublic area may beclosed). HPE• Recognises discriminatingbehaviour (such astreating people differentlybecause they havedifferent coloured skin ortalk differently) anddescribes how this affectsthe rights of others (e.g.says “girls have as muchright as boys to playfootball at school”). HPE• Knows about ‘democraticrights’ and what they arein Australia includingfreedom of speech, of themedia, of religion and ofassociation.• Knows that rights helpprotect citizens fromexploitation and abuse.• Understands that rules andlaws result from decisionsabout rights andresponsibilities (e.g.knows that the purpose oflaw-making is to protectpeople and their property).• Explores the rights ofcitizens in ancient andhistorical societies (e.g.Ancient Greece, AncientRome, Ancient China).• Considers some rights anddetermine whether theresponsibilities that gowith them are fair.• Knows about ‘humanrights’ and can talk aboutthese in various contexts(e.g. human rights ofIndigenous Australianover time).• Knows what it means to‘think global, act local’ inthe context of Australiancitizens’ responsibilities inenvironmental issues suchas water usage. Sc• Defines, exercises andevaluates rights andresponsibilities associatedwith being a young adultincluding the concept of‘working together for thecommon good’.• Understands that thefeatures of political andlegal systems adapt toensure people’s rights andresponsibilities.• Examines the rights andresponsibilities of theworld’s countries in thecontext of globalwarming, nuclear weaponscapability, and otherglobal issues. ScBound for Success Scope and Sequence Statements V2 Page 73 Working Document Semester One 2007