Introducing Ethical Capability - PowerPoint Presentation

Slide1

Introducing Ethical Capability

Focus on 7-10Slide2

Objectives

an overview of the Ethical Capability curriculum

introduction of an ethical issue planning tool Slide3

Aims

The Ethical Capability curriculum aims to develop knowledge, understandings and skills to enable students to

:

Analyse

and evaluate ethical issues

,

recognising

areas of contestability

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

reasonablenessSlide4

Structure

Understanding Concepts

Decision Making and Actions

Achievement

standards

The

first achievement standard at Foundation to Level 2 and then at Levels 4, 6, 8 and

10

Strands - 2 strands Slide5

Key messages

This is a new curriculum

The content descriptions covering ethical concepts and decision making need to be explicitly taught and assessed to progress student learning

Learn

the terminology in the curriculum. It provides

teachers and students

with the vocabulary to ask questions and describe learning. A glossary can be downloaded from the Ethical Capability ‘Introduction’ page. Slide6

Key messages

There is strong connection between the Ethical Capability and Critical and Creative Thinking

curriculums.

As this is a new curriculum, older students may need to begin their learning at lower levels. This will provide the necessary scaffolding and ultimately support progression of learning

Whole-school planning is essential for schools to determine how and when the curriculum is taughtSlide7

Ethical issues

An ability to analyse and evaluate an ethical issue requires knowledge, skills drawn from:

E

thical capability

Critical and creative thinking

Other capabilities and learning areas as appropriateSlide8

Example knowledge and skills

Slide9

The Understanding

C

oncepts

strand

Students progressively learn to analyse:

key concepts and ideas important to identifying ethical problems

concepts that have ethical significance such as

good, wrong, tolerance, greed, freedom and couragethe nature and justifications of ethical principlesSlide10

Understanding Concepts strand

7-8

Explore the contested meaning of

concepts… and

the extent they are and should be valued by

different individuals and groups

9-10

Investigate the

connections and distinctions between

and the

relative value of

concepts…

Example progressionSlide11

“Is

sharing

resources equally

the fairest and best thing to do?”

Level

Example

focus

F-2: Explore the

meaning

of… concepts

concerned with the outcomes of acts

‘Is

wanting to do ‘the best thing’ concerned with achieving a particular goal?’

3-4:

Explore

the

contested meaning

of concepts

…and how they can

seem to differ in different situations

‘When

sharing something fairly does it always mean sharing the same way in any situation?’ What are some examples? How are these examples similar or different to each other?’

5-6:

…

and the extent to which these concepts are and should be valued

‘How important is: fairness, equality, achieving ‘the best’?’ How important should each be in this case?’7-8: …by different individuals and groups‘Would/should individuals, business leaders and charity groups have different views on how resources should be shared and with whom? Why?’9-10: Investigate the connections and distinctions between and the relative value of concepts…‘Are fairness and equality the same thing? If not, is one more important than the other (in this case)? Why?’

For example:Slide12

Decision-making and action strand

Students progressively learn to analyse and evaluate:

ways to respond to ethical

problems

factors that influence ethical decision making and actionSlide13

Decision-making and action strand

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

Example progression:Slide14

“Is

sharing

resources

equally the fairest and best thing to do?”

Level

Example

focus:

F-2: Explore

the type of acts

often considered

right

and those often considered

wrong

and

the reasons why

they are considered so

‘Why

is sharing equally often considered the right thing to do?’

3-4:

Explore how

apparently wrong actions can sometimes lead to good outcomes and the reverse

‘What

are examples where sharing food, for example, might lead to a bad outcome?’ Why?

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‘What would happen if food were shared equally, as a particular rule, regardless of the consequences?’ ‘How important is sticking to the rule?’7-8:Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action‘Do people have a responsibility to share resources such as food? Why? What does this mean for Australia’s response to global population movements or world hunger?’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‘Does a duty (or right) to maximise individual health and well-being conflict with a duty to share with others? Why?’ For example:Slide15

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 contextsSlide16

Curriculum Planning, Assessment and

Reporting

resources

http

://

www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx

ContactMonica BiniVCAA Curriculum Manager, Humanities and Social Sciences

Email: bini.monica.m@edumail.vic.gov.auPhone: 9032 1693Contact and resources