Focus on F6 Objectives an overview of the Ethical Capability curriculum introduction of an ethical issue planning tool Aims The Ethical Capability curriculum aims to develop knowledge understandings and skills to enable students to ID: 640241
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Slide1
Introducing Ethical Capability
Focus on F-6Slide2
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 to satisfy needs and wants of present and future generations?”
Example
focus:Level‘Is wanting ‘the best thing’ concerned with achieving a particular goal? What does it mean in this case?
F-2:
Explore the
meaning
of… concepts
concerned with the outcomes of acts
‘
What
are examples of sharing resources that might show what fairness is and is not?’ ‘How are these examples similar or different to each other and why?’
3-4:
Explore
the
contested meaning
of concepts
…and how they can
seem to differ in different situations
‘
How important is: fairness, equality, achieving ‘the best’?’ How important should it be in this case?5-6: … and the extent to which these concepts are and should be valuedExtension:‘Would views on sharing resources with strangers differ for individuals and charity groups?’Extension:7-8: …by different individuals and groups
Example progression: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 to satisfy needs and wants of present and future generations?”
Example
focus:
Level
‘Why
is sharing equally often considered the right thing to do?’
F-2:
Explore
the type of acts
often considered
right
and those often considered
wrong
and
the reasons why
they are considered so
‘What
are examples where sharing resources might lead to a bad outcome?’ Why?
3-4:
Explore how
apparently wrong actions can sometimes lead to good outcomes and the reverse
‘What
would happened if resources were shared equally, as a particular rule, regardless of the consequences?’ ‘How important is sticking to the rule?’
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 endsExtension:‘Do people have a responsibility to share resources? Why? What does this mean for Australia’s response to problems such as global hunger?’Extension:7-8:Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and actionExample progression: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