Understanding the Victorian Curriculum F6 Focus Laura Barton and Danielle Ey Ethical Capability Specialist Teachers Acknowledgement of Country Before we begin we would like to acknowledge and pay respect to the traditional custodians of th ID: 659058
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Slide1
Introducing the Ethical CapabilityUnderstanding the Victorian Curriculum: F-6 Focus
Laura Barton and Danielle
Ey
Ethical Capability Specialist TeachersSlide2
Acknowledgement of CountryBefore we begin, we would like to acknowledge and pay respect to the traditional custodians of th
e
land, and their Elders past and present.Slide3
Introducing the Ethical CapabilityUnderstanding the Victorian Curriculum: F-6 Focus
Laura Barton and Danielle
Ey
Ethical Capability Specialist TeachersSlide4
Objectives of WebinarBy the end of our webinar today, you should:
gain
insights
into the
structure
and
content
of the Ethical Capability curriculum and
how it fits
with other areas in the Victorian Curriculum: F-10
develop understandings around how to
plan
,
explicitly teach
and
assess
student learning
Engage with some example activities and resources
Complete an
evaluation
of the webinar to inform future PLSlide5
The Capabilities Are a set of discrete knowledge and skills that can and should be taught explicitly
Will be
developed
,
practised
,
deployed
and
demonstrated
by students in and through the learning areasSlide6
What is the EC & why teach it?Slide7
What is Ethics about?Ethical issues are those issues that relate to how we ought to live and which have an outcome which affects others (many would include the environment here) ind
irectly or directly.Slide8
Aims of the ECThe Ethical Capability curriculum aims to develop knowledge,
understandings
and
skills
to enable students to
analyse
and
evaluate
ethical issues
, recognising areas of contestabilitySlide9
Aims of the ECTo be able to analyse and evaluate ethical issues, students need to learn how to:
Identify the bases of
ethical principles
and
ethical reasoning
Engage with the challenges of managing
ethical decision making and action
for individuals and groups
Cultivate
open-mindedness
and
reasonablenessSlide10
Navigating the resourcesSlide11
The StructureSlide12
Scope and SequenceSlide13
Key messagesThe Content Descriptions covering ethical concepts and decision making need to be purposefully
planned
for,
explicitly taught
and accurately
assessed
to progress student learning
The
Achievement Standards
help us to gauge the difficulty of the tasks we plan
Whole school planning
is essential for schools to determine how and when the curriculum is taught
The curriculum describes a
continuum
in learningSlide14
Ethical issuesAn ability to analyse and evaluate an ethical issue requires knowledge and skills drawn from:
Ethical Capability
Critical and Creative Thinking Capability
Other curriculum areas as appropriateSlide15
Picture book as stimulus:Was Goldilocks & the 3 Bears behaviour fair?
Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (VCECU004)
(Ethical Capability
)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
(VCELY257)
(English - Reading & Viewing)
(known strategies)
Construct and use open and closed questions for different purposes
(VCCCTQ010)
(Questions & Possibilities)
Identify and use ‘If, then…’ and ‘what if…’ reasoning
(VCCCTR016)
(Reasoning)
(Critical and creative thinking)
(known skills)
Example knowledge and skills Slide16
Was Goldilocks & the 3 Bears behaviour fair?
Can we come to a consensus about the meaning of fair?
How might we define “fair”? Is having the same/equal fair? Is fair having what you need? Always? What about if…? Is fair having the same (or different) if it means taking from others?
(Ethical Capability)
I may make connections, inferences, predictions & use questions to understand texts.
What might the outcome be? What might the characters’ reasons, thinking, & feelings be?
(English - Reading & Viewing)
(known strategies)
What questions can I use to clarify mine & other’s thoughts? How can I challenge that assumption?
What reason was given?
(Critical and creative thinking)
(known skills)
Example knowledge and skills Slide17
StructureUnderstanding ConceptsDecision Making and Actions
Achievement standards
The achievement standards are placed in 2 year bands, beginning with Foundation to Level 2, then at Levels 4, 6, 8 and 10
The first achievement standard is at Foundation to Level 2 and then at Levels 4, 6, 8 and 10
Strands -
There are 2 strands in the Ethical Capability:
Slide18
The 2 StrandsStrandsUnderstanding Concepts
Decision Making and Actions
key concepts and ideas important to identifying ethical problems and their relative importance
concepts concerned with ethical outcomes, such as good, bad, right, wrong, just and unjust
concepts that have ethical significance such as tolerance, greed, freedom and courage
the nature and justifications of ethical principles
ways to respond to ethical problems
factors that influence ethical decision making and action
challenges in managing ethical decision making and action
Ethical capability Slide19
The Understanding Concepts StrandStudents progressively learn to analyse:
key concepts
and ideas necessary to identify
ethical problems
concepts that have
ethical significance
such as good, wrong, tolerance, greed, freedom and courage
the nature and justifications of
ethical principlesSlide20
F-2: VCECU001
Explore the
meaning
of right and wrong, good and bad, as concepts
concerned with the outcomes of acts
3-4: VCECU004
Explore the
contested
meaning
of concepts including fairness and harm and how they can
seem to differ in different situations
5-6: VCECU009
Examine the contested meaning of concepts including truth and happiness
and the extent to which these concepts are and should be valued
7-8: VCECU014
Explore the contested meaning of concepts including freedom, justice, rights and responsibilities and the extent they are and should be valued by
different individuals and groups
9-10: VCECU019
Investigate the
connections and distinctions between
and the
relative value of
concepts including fairness and equality, and respect and tolerance
Understanding concepts: progression Line 1Slide21
Band
Relevant achievement standard extract
F-2: Explore the meaning of right and wrong, good and bad as concepts concerned with the outcomes of acts
Identify and describe
ethical concepts using
illustrative
examples from familiar situations and a basic vocabulary about ethical problems and their outcomes
3-4: Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations
Use
concrete examples
from a range of contexts to
explain
the
contested
meaning of concepts
5-6: … and the extent to which these concepts are and should be valued
Evaluate the meaning
of ethical concepts and
analyse
their value, identifying areas of contestability
7-8: …by different individuals and groups
Explain
different ways ethical concepts are represented and
analyse
their value to society,
identifying
areas of contestability
9-10: Investigate the connections and distinctions between and the relative value of concepts…
Explain
connections and distinctions between ethical concepts,
identifying
areas of contestability in their meanings and relative value.
Linking to the Achievement StandardsSlide22
Exploring the Content Descriptors & ElaborationsLevel 3-4 Understanding Concepts Strand
“Discuss the ways to identify ethical considerations in a range of problems (VCECU006)”
Explicit teaching points need to be introduced to students before they can move on to practising, deploying and demonstratingSlide23
Exploring the Content Descriptors & ElaborationsLevel 5-6Understanding Concepts Strand
“Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles (VCECU010)”
Brainstorm!
Record what you think some ethical principles from the Goldilocks story may be.Slide24
Activity Time!Slide25
Goldilocks Lesson Plan: level 3-4Lesson - Questioning to find ethical considerationsLearning Intention/s: Students will Construct open and closed questions (CCT), explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (EC) and discuss ways to identify ethical considerations in a range of problems (EC).Success criteria:
students will be able to articulate the steps they took to identify the ethical considerations in this and how they might apply this to future scenarios.
Learning sequence:
read a text such as Goldilocks (which has issues of stealing, fairness, and harm) - note questions that arise (from the students or those you model).
share questions and identify if it can be answered by the text, by asking an expert, by hypothesising, or if it is a question that may have multiple answers and will need to be discussed and debated.
students will place their questions in the relevant section of the quadrant (move through this in steps and as quickly or slowly as needed by the group)
students pull out the questions in the 4th quadrant that are related to the idea of
‘how we ought to live’
work as a group to create your own definition of fairness and harm (this discussion should be given the time it needs for students to come to a deep understanding
students now select the questions related to the concepts of fairness and harm (was it fair that… if… then… would it have been fair if…, did Goldilocks harm the bears? does her intention matter? But if Goldilocks was poor and homeless would it be okay then?)
reflect on how we were able to uncover the ethical considerations in this scenario, how might we apply this in the future? (we asked rich, open questions; we used questions related to ‘how we ought to live; we picked out questions related to being fair or harming others; the questions we chose can have different answers from different people).Slide26
F-2:
No content description for this line
3-4: VCECU005
Explore the extent to which
particular acts
might be regarded by different people as good, bad, right or wrong and
explain why
5-6: VCECU010
Discuss how
ethical principles
can be used as the basis for action, considering
the influence of
cultural norms, religion, world views and philosophical thought on these principles
7-8: VCECU015
Investigate why ethical principles may
differ
between people and groups, considering the influence of cultural norms, world views and philosophical thought
9-10: VCECU20
Explore a range of ethical problems and examine the extent to which
different positions
are related to
commonly held
ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought
Understanding concepts: progression Line 2Slide27
Band
Relevant achievement standard extract
F-2: Not applicable
3-4:
Explore the extent to which
particular acts
might be regarded by different people as good, bad, right or wrong and
explain why
Use examples to evaluate ethical actions in relation to their outcomes
5-6:
Discuss how
ethical principles
can be used as the basis for action, considering
the influence
of cultural norms, religion, worldviews and philosophical thought on these principles
Explain different ways to respond to ethical problems
Identify the basis of a range of ethical principles
7-8:I
nvestigate why ethical principles may
differ
between people and groups, considering the influence of….
Analyse the differences in principles between people and groups
9-10:
Explore a range of ethical problems and examine the extent to which
different positions
are related to
commonly held
ethical concepts and principles, considering the influence of…
Analyse commonality and difference between different positions (in complex issues)
Linking to the Achievement StandardsSlide28
F-2:
No content description for this line
3-4: VCECU006
Discuss the ways to identify ethical considerations in a range of problems
5-6: VCECU011
Examine how problems may contain more than one ethical issue
7-8: VCECU016
Investigate criteria for determining the relative importance of matters of ethical concern
9-10: VCECU21
Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues
Understanding concepts: progression Line 3Slide29
Band
Relevant achievement standard extract
F-2:
Not applicable
3-4:
Discuss the ways to
identify ethical considerations
in a range of problems
Explain how to
identify ethical considerations
in problems.
5-6:
Examine how
problems
may contain
more than one ethical issue.
Identify
different ethical issues
associated with a
particular problem.
7-8:
Investigate
criteria
for determining the
relative importance
of matters of
ethical concern
Articulate how
criteria
can be applied to
determine the importance of ethical concerns
.
9-10:
Distinguish between the
ethical and non-ethical dimensions of complex issue
s, including the distinction between ethical and legal issues.
Examine
complex issues
(and) identify the
ethical dimensions
Linking to the Achievement StandardsSlide30
Decision-making and action strandStudents progressively learn to analyse and evaluate:
ways to
respond
to
ethical problems
factors
that i
nfluence ethical decision-making and actionSlide31
F-2
Explore
the type of acts
often considered
right
and those often considered
wrong
and
the reasons why
they are considered so
3-4
Explore how
apparently wrong actions can sometimes lead to good outcomes and the reverse
5-6
Explore the significance of ‘
means versus ends
’ by considering two ways to act when presented with a problem: one that privileges means and one ends
7-8
Explore
the extent of ethical obligation
and the implications for thinking about consequences and duties in decision-making and action
9-10
Discuss
issues raised by thinking about consequences and duties
, in approaches to decision-making and action, and arguments for and against these approaches
Decision-making and action: progression line 1Slide32
Band
Relevant achievement standard extract:
F-2: Explore the
type of acts
often considered
right
and those often considered
wrong
and
the reasons why they are considered soidentify and explain acts and situations that have ethical dimensions, using illustrative examples.
3-4: Explore how
apparently wrong actions can sometimes lead to good outcomes and the reverse
use examples to
evaluate ethical actions in relation to their outcomes.
5-6: Explore the significance of ‘
means versus ends
’ by considering
two ways to act
when presented with a problem: one that privileges means and one ends
explain
different ways to respond
to ethical problems and i
dentify issues
related to these.
7-8:Explore
the extent of ethical obligation
and the implications for thinking about consequences and duties in decision-making and action
explain different views on the extent of ethical obligation and analyse their implications for the consequences of and duties involved in ethical decision-making and action
9-10: Discuss
issues raised by thinking about consequences and duties
, in approaches to decision-making and action, and arguments for and against these approaches
analyse and evaluate contested approaches to thinking about consequences and duties in relation to ethical issues.
Link to Achievement Standards:Slide33
F-2
Explore the effects that
personal feelings
can have on how people behave in situations where ethical issues are involved
3-4
Discuss the role of
personal values and dispositions
in ethical decision-making and actions
5-6
Discuss the role and significance of
conscience and reasoning
in ethical decision-making
7-8
Discuss the role of
context and experience
in ethical decision-making and actions
9-10
Investigate how
different factors
involved in ethical decision-making can be managed by people and groups
Decision-making and action: progression line 2Slide34
Band
Relevant achievement standard extract:
F-2: Explore the
effects
that
personal feelings
can have on how people behave in situations where
ethical issues
are involved
explain that personal feelings may influence the way people behave in situations where ethical issues are involved.
3-4: Discuss the role of
personal values and dispositions
in
ethical decision-making and actions
explain the role of
personal values
and
dispositions
in ethical decision-making and actions, recognising areas of
contestability
.
5-6: Discuss the role and significance of
conscience
and
reasoning
in ethical decision-making
explain the role and significance of
conscience
and
reasoning
in ethical decision-making.
7-8: Discuss the role of
context
and
experience
in ethical decision-making and actions
analyse the role of
context
and
experience
in ethical decision-making and action.
9-10: Investigate how different
factors involved in ethical decision-making can be managed by people and groups explain how different factors involved in ethical decision-making can be
managed
.
Link to Achievement Standards:Slide35
HOW DO WE EFFECTIVELY PLAN FOR LEARNING IN THE ETHICAL CAPABILITY?Slide36
HOW AND WHERE
Introduced / Developed
Practised
Deployed
Demonstrated
English
Maths
The Arts - Dance
The Arts - Drama
The Arts - Music
The Arts – Media Arts
The Arts – Visual Arts
The Arts – Visual Communication and Design
History
Geography
Civics and Citizenship
Economics and Business
Languages
Health
Physical Education
Science
Digital Technologies
Design and TechnologiesSlide37
Awareness TestSlide38
Goldilocks Lesson Plan 3-4Lesson - Questioning to find ethical considerationsLearning Intention/s: Students will Construct open and closed questions (CCT), explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (EC) and discuss ways to identify ethical considerations in a range of problems (EC).Success criteria:
students will be able to articulate the steps they took to identify the ethical considerations in this and how they might apply this to future scenarios.
Learning sequence:
read a text such as Goldilocks (which has issues of stealing, fairness, and harm) - note questions that arise (from the students or those you model).
share questions and identify if it can be answered by the text, by asking an expert, by hypothesising, or if it is a question that may have multiple answers and will need to be discussed and debated.
students will place their questions in the relevant section of the quadrant (move through this in steps and as quickly or slowly as needed by the group)
students pull out the questions in the 4th quadrant that are related to the idea of
‘how we ought to live’
work as a group to create your own definition of fairness and harm (this discussion should be given the time it needs for students to come to a deep understanding
students now select the questions related to the concepts of fairness and harm (was it fair that… if… then… would it have been fair if…, did Goldilocks harm the bears? does her intention matter? But if Goldilocks was poor and homeless would it be okay then?)
reflect on how we were able to uncover the ethical considerations in this scenario, how might we apply this in the future? (we asked rich, open questions; we used questions related to ‘how we ought to live; we picked out questions related to being fair or harming others; the questions we chose can have different answers from different people).Slide39
HOW AND WHERE
Introduced / Developed
Practised
Deployed
Demonstrated
English
Maths
The Arts - Dance
The Arts - Drama
The Arts - Music
The Arts – Media Arts
The Arts – Visual Arts
The Arts – Visual Communication and Design
History
Geography
Civics and Citizenship
Economics and Business
Languages
Health
Physical Education
Science
Digital Technologies
Design and TechnologiesSlide40
HOW DO WE ASSESS LEARNING IN THE ETHICAL CAPABILITY?Slide41
Assessment Different students will be working towards achievement standards at different levels
Teaching and learning activities and assessment tasks can be
differentiated
to suit learning needs, including
complexity of issues or contextsSlide42
Curriculum by bandF-23-4
5-6
approach ethical problems and evaluate outcomes
engage with ethical problems and an understand that personal feelings can effect decision-making and actions
.
evaluate particular acts and
identify and critically respond to ethical problems
reflect on means and ends.
understand that particular acts and their outcomes can be valued differently by different people
extend their understanding of factors that may
a
ffect decision-making and actions.
evaluate the significance of ethical matters.
understand the basis of a range of ethical principles and reflect on means and ends.
understand decision-making approaches based on thinking about the consequences and duties.
understand that a range of factors play a role in ethical decision-making.
Knowledge and skills to:Slide43
Curriculum by band7-89-10
understand the tensions related to ethical concepts and decision making.
understand two major ways to approach ethical deliberation – thinking about consequences and thinking about duties, including the extent of ethical obligation.
understand that ethical problems may not be resolved in a straightforward way.
analyse and evaluate ethical problems and their resolution
identify and manage contestability in ethical matters.
reflect on whether there are ethical concepts and principles common across people, groups and cultures.
Knowledge and skills to:Slide44
QuestionsIf you have any questions that were not answered today please see the FAQs, the educators section on the VCAA website http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/faq.aspx or please contact us using the details on the next slide.Slide45
Curriculum Planning, Assessment and Reporting resourceshttp://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx
Contact
Monica
Bini
VCAA Curriculum Manager, Ethical Capability and Humanities
bini.monica.m@edumail.vic.gov.au
9032 1693
Laura Barton
VCAA Specialist Teacher, Ethical Capability
Danielle
Ey
VCAA Specialist Teacher, Ethical Capability
Contact and resources