We Can Make a Difference
We Can Make a Difference
This ‘hands on’ program helps students explore active citizenship through the UNICEF resource School-in a-Box.
Students interrogate the United Nations Convention on the Rights of the Child in response to our custom designed children’s exhibition space, Play Up. The program includes a heritage experience in an historic Chamber where laws that affect us today were debated and passed.
This program is eligible for the Parliamentary and Civics Education Rebate (PACER). For your school to receive the rebate you must apply at least three weeks before your visit.
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*Australian Curriculum V8.3 – Curriculum Learning Areas
HASS
Foundation Year
- Pose questions about past and present objects, people, places and events (ACHASSI001)
- Collect data and information from observations and identify information and data from sources provided (ACHASSI002)
- Sequence familiar objects and events (ACHASSI004)
- Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006)
- Interpret data and information displayed in pictures and texts and on maps (ACHASSI007)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)
- Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009)
- How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)
- The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015)
Year 1
- Pose questions about past and present objects, people, places and events (ACHASSI018)
- Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
- Sequence familiar objects and events (ACHASSI021)
- Explore a point of view (ACHASSI022)
- Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
- Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
- Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
- Sequence familiar objects and events (ACHASSI037)
Year 2
- Sequence familiar objects and events (ACHASSI037)
- Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
- The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)
Year 3
- Pose questions to investigate people, events, places and issues (ACHASSI052)
- Locate and collect information and data from different sources, including observations (ACHASSI053)
- Sequence information about people’s lives and events (ACHASSI055)
- Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
- The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)
Year 4
- Pose questions to investigate people, events, places and issues (ACHASSI073)
- Locate and collect information and data from different sources, including observations (ACHASSI074)
- Sequence information about people’s lives and events (ACHASSI076)
- Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- Draw simple conclusions based on analysis of information and data (ACHASSI079)
- Interact with others with respect to share points of view (ACHASSI080)
Year 5
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)
- Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)
- Examine primary and secondary sources to determine their origin and purpose (ACHASSI098)
- Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- Evaluate evidence to draw conclusions (ACHASSI101)
Year 6
- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
- Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
- Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)
- Examine primary and secondary sources to determine their origin and purpose (ACHASSI126)
- Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
- Australia’s connections with other countries and how these change people and places (ACHASSK141)
- The effects that people's connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHASSK142)
English
Foundation Year
- Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
- Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
- Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
- Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
Year 1
- Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
- Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
- Respond to texts drawn from a range of cultures and experiences (ACELY1655)
- Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
- Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Year 2
- Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
- Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
- Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
- Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
- Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
- Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
Year 3
- Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
- Identify the point of view in a text and suggest alternative points of view (ACELY1675)
- Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
- Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
- Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Year 4
- Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
- Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
- Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
- Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Year 5
- Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
Year 6
- Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)