Belonging, being and becoming active citizens
Cranley, L., Johnson, G., Robinson, C., & O'Connor, D. (2018). Belonging, being and becoming active citizens. Asia Pacific Journal of Advanced Business and Social Studies, 4 (1), 176-182.
One of the long-term goals of the mandated early childhood curriculum document Belonging, Being and Becoming: The Early Years Learning Framework [EYLF] (Department of Education, Employment and Workplace Relations [DEEWR], 2009) is to incite independent learners who will contribute to the development of their country. A vision of this framework is that “all children have the best start in life to create a better future for themselves and for the nation” (p. 5). This statement of intent aligns with the underlying aim of the Civics and Citizenship learning area of the Humanities and Social Sciences [HASS]learning area situated within the mandated Australian Curriculum for years F-10 (Australian Curriculum, Assessment and Reporting Authority [ACARA],2017). Civics and Citizenship encourages students to value their belonging to a diverse society and to positively contribute locally, nationally and globally (ACARA, 2017). This paper will explore the direct association of these two curricula by explicitly analysing the two documents from an integrated perspective. A discussion follows on how the EYLF (DEEWR, 2009) and Civics and Citizenship (ACARA, 2014) can be referenced simultaneously to achieve both the short term and the long-term goal of producing informed, active, citizens in accordance with Goal Two of the Melbourne Declaration on Educational Goals for Young People [Melbourne Declaration] (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008).
active citizenship, curriculum, early years, being, belonging, becoming