Introducing the Ethical Capability Understanding the Victorian Curriculum

Introducing the Ethical Capability Understanding the Victorian Curriculum: F-6 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 the land, and their Elders past and present.

Introducing the Ethical Capability Understanding the Victorian Curriculum: F-6 Focus Laura Barton and Danielle Ey Ethical Capability Specialist Teachers

Objectives of Webinar By 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 PL

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 areas

What is the EC & why teach it?

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) indirectly or directly.

Aims of the EC The Ethical Capability curriculum aims to develop knowledge, understandings and skills to enable students to analyse and evaluate ethical issues, recognising areas of contestability

Aims of the EC To 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 reasonableness

Navigating the resources

The Structure

Scope and Sequence

Key messages • The 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 learning

Ethical issues An 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 appropriate

Example knowledge and skills Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (VCECU 004) (Ethical Capability) Picture book as stimulus: Was Goldilocks & the 3 Bears behaviour fair? Construct and use open and closed questions for different purposes (VCCCTQ 010) (Questions & Possibilities) Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR 016) (Reasoning) (Critical and creative thinking) (known skills) 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 (VCELY 257) (English - Reading & Viewing) (known strategies)

Example knowledge and skills 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) Was Goldilocks & the 3 Bears behaviour fair? 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) 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)

Structure Strands - There are 2 strands in the Ethical Capability: Understanding Concepts Decision 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

Ethical capability The 2 Strands Understanding 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

The Understanding Concepts Strand Students 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 principles

Understanding concepts: progression Line 1 5 -6: VCECU 009 F-2: VCECU 001 Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued 3 -4: VCECU 004 Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations 9 -10: VCECU 019 Investigate the connections and distinctions between and the relative value of concepts including fairness and equality, and respect and tolerance 7 -8: VCECU 014 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

Linking to the Achievement Standards 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 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.

Exploring the Content Descriptors & Elaborations Level 3 -4 Understanding Concepts Strand “Discuss the ways to identify ethical considerations in a range of problems (VCECU 006)” Explicit teaching points need to be introduced to students before they can move on to practising, deploying and demonstrating

Exploring the Content Descriptors & Elaborations Level 5 -6 Understanding 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 (VCECU 010)” Brainstorm! Record what you think some ethical principles from the Goldilocks story may be.

Activity Time!

Goldilocks Lesson Plan: level 3 -4 Lesson - Questioning to find ethical considerations Learning 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 4 th 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).

Understanding concepts: progression Line 2 9 -10: VCECU 20 5 -6: VCECU 010 F-2: No content description for this line 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 3 -4: VCECU 005 Explore the extent to which particular acts might be regarded by different people as good, bad, right or wrong and explain why 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 7 -8: VCECU 015 Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, world views and philosophical thought

Linking to the Achievement Standards 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 Explain different ways to respond to ethical problems used as the basis for action, considering the Identify the basis of a range of ethical principles influence of cultural norms, religion, worldviews and philosophical thought on these principles 7 -8: Investigate why ethical principles may differ between people and groups, considering the influence of…. 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 the differences in principles between people and groups Analyse commonality and difference between different positions (in complex issues)

Understanding concepts: progression Line 3 9 -10: VCECU 21 F-2: No content description for this line 5 -6: VCECU 011 Examine how problems may contain more than one ethical issue 3 -4: VCECU 006 Discuss the ways to identify ethical considerations in a range of problems Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues 7 -8: VCECU 016 Investigate criteria for determining the relative importance of matters of ethical concern

Linking to the Achievement Standards Band Relevant achievement standard extract F-2: Not applicable 3 -4: Discuss the ways to identify ethical Explain how to identify ethical considerations in problems. considerations in a range of problems 5 -6: Examine how problems may contain Identify different ethical issues associated with a particular problem. more than one ethical issue. 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 Examine complex issues (and) identify the ethical dimensions non-ethical dimensions of complex issues, including the distinction between ethical and legal issues.

Decision-making and action strand Students progressively learn to analyse and evaluate: • ways to respond to ethical problems • factors that influence ethical decisionmaking and action

Decision-making and action: progression line 1 F-2 Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so 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 3 -4 Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse 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 7 -8 Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action

Link to Achievement Standards: 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 so identify 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 identify 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.

Decision-making and action: progression line 2 F-2 Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved 5 -6 Discuss the role and significance of conscience and reasoning in ethical decision-making 3 -4 Discuss the role of personal values and dispositions in ethical decisionmaking and actions 9 -10 Investigate how different factors involved in ethical decision-making can be managed by people and groups 7 -8 Discuss the role of context and experience in ethical decision-making and actions

Link to Achievement Standards: 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 decisionmaking 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 explain how different factors involved in ethical decision-making can be managed by decision-making can be managed. people and groups

N A L P L Y CA L E I V H I T T E C E E F TH F E N I E G W N I O D RN W EA Y? O H R L ILIT FO PAB A C

HOW AND WHERE Introduced / Developed English Maths The Arts - Dance The Arts - Drama The Arts - Music The Arts – Media Arts The Arts – Visual Communication and Design History Geography Civics and Citizenship Economics and Business Languages Health Physical Education Science Digital Technologies Design and Technologies Practised Deployed Demonstrated

Awareness Test

Goldilocks Lesson Plan 3 -4 Lesson - Questioning to find ethical considerations Learning 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 4 th 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).

HOW AND WHERE Introduced / Developed English Maths The Arts - Dance The Arts - Drama The Arts - Music The Arts – Media Arts The Arts – Visual Communication and Design History Geography Civics and Citizenship Economics and Business Languages Health Physical Education Science Digital Technologies Design and Technologies Practised Deployed Demonstrated

LE AR HOW NIN D G O W IN E TH A S E CA ET SES PA HIC S BIL AL ITY ?

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 contexts

Curriculum by band Knowledge and skills to: F-2 3 -4 5 -6 • • evaluate particular acts and identify and critically respond to ethical problems • evaluate the significance of ethical matters. • understand the basis of a range of ethical principles and reflect on means and ends. • approach ethical problems and evaluate outcomes engage with ethical • reflect on means and ends. problems and an understand that personal • understand that particular feelings can effect acts and their outcomes can decision-making and be valued differently by • actions. different people • extend their understanding of factors that may affect decision-making and actions. • understand decisionmaking approaches based on thinking about the consequences and duties. understand that a range of factors play a role in ethical decision-making.

Curriculum by band Knowledge and skills to: 7 -8 9 -10 • understand the tensions related to ethical concepts and decision making. • analyse and evaluate ethical problems and their resolution • understand two major ways to approach ethical deliberation – thinking about consequences and thinking about duties, including the extent of ethical obligation. • identify and manage contestability in ethical matters. • understand that ethical problems may not be resolved in a straightforward way. • reflect on whethere are ethical concepts and principles common across people, groups and cultures.

Questions If 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/foundati on 10/viccurriculum/faq. aspx or please contact us using the details on the next slide.

Contact and resources Curriculum Planning, Assessment and Reporting resources http: //www. vcaa. vic. edu. au/Pages/foundation 10/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