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Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia's democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society. They gain the knowledge and skills necessary to question, understand and contribute to the world in which they live. [ABSTRACT FROM AUTHOR]

The article focuses on citizenship education in schools and the potential skills and professional knowledge that can be explored by Australian teachers. It suggests that teachers are responsible for providing activities for students that would encourage curiosity and learning about issues to promote empathy for others and develop concern for the community. It also describes the minimal and maximal approaches to citizenship education.

The article discusses inquiry pedagogies and how the Humanities have been developed and utilized in the primary classroom setting. Topics include learning in Civics & Citizenship, History, Geography and Economics and their interdisciplinary instruction through Social Studies and Studies of Society and Environment, a proposed new way of conceptualising inquiry for disciplinary learning through a Humanities Model of Inquiry (HMI), and learning engagement through pedagogical models.

The article focuses on the alleged apathy of young people aged 18-24 years for voter participation. It makes reference to the 2013 report by the Lowry Institute titled "Australia and the World - Public Opinion and Foreign Policy" which found less than 50 percent of this group preferring democracy. It examines the decline in voter participation rates, the role of Australian civics and citizenship education and disenchantment with behaviour of their politicians.

The article presents developments at the Social Education Victoria (SEV), professional association for teachers in Social Education, in 2013. A professional learning day "Civics and Citizenship Network" was conducted by SEV and other groups on August 5 at Parliament House and other central business district locations. the Australian and Global Politics Units student lecture will be held on August 30. Exam revision lectures on Global Politics will be on October 12.

The article provides an overview of Difference Differently, an online resource developed by the Together for Humanity Foundation that aims to develop intercultural understanding. Difference Differently offers English, History, Geography and Civics lessons to let students explore the opportunities and challenges that diversity create. This online resource uses self-awareness, empathy and media literacy as strategies to help students develop intercultural understanding.

The Australian Curriculum: Civics and Citizenship aims to reinforce students' appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belong - ing in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation ... in a dynamic, multicultural and multi-faith society. [ABSTRACT FROM AUTHOR]

The author emphasizes the need for Australia to develop a deeper understanding about and closer relations with its neighbor, the Pacific. He reveals that the knowledge of Australian students about their Pacific neighbors is limited as shown by a campaign to promote civics education. To fulfill such goal, education authorities, schools and organizations need to work with industry partners and governments to learning resources and collaborate with Pacific Islander communities. Also noted are the curriculum initiatives developed by schools in Australia.

The article discusses the teaching and learning strategy in civics and citizenship education in primary schools. It provides the series of questions given to students at the Abbotsford Primary School to assess their understanding of citizenships as reference for future teaching and learning activities. It indicates the students' thought on the importance of learning about citizenship and their perception on when citizenship education should start. It offers directions for learning that will enable students develop civics and citizenship understanding.

The article focuses on the Aboriginal and Torres Strait Islander (ATSI) concepts incorporated in the Victorian Essential Learning Standards (VELS). Various specific references are included in the VELS domains of civics and citizenship, history, geography and the arts. ATSI themes in the VELS include land, culture, history, political and civil rights and present ATSI cultures.

The article explores how teachers can encourage their students to engage and participate with the Parliament of Victoria. Topics discussed include the role of civics and citizenship education in teaching students about democracy, excursions and incursions at the Parliament to give students hands-on experience of democracy, and students' submission of petitions to the Parliament through the Legislative Council or the Legislative Assembly.

The article discusses the annual Model United Nations Conference Program undertaken by the United Nations (U.N.) Association of Australia. The mock U.N. conference aims to educate Australian students on key environmental, human rights and social justice issues through debates and position statements. The conference also features an Amendment session where students representing their countries, debate and vote on any changes they would like to see made to a resolution.

The article considers the Parliament of Victoria as a teaching resource in Civics and Citizenship within the Australian curriculum. It underscores the role of teaching Civics in promoting democracy and student empowerment. It suggests ways to use the Parliament of Victoria's procedures, parliamentary information talks, website and other resources in the Australian classroom. Information is also provided on how to schedule school tours, information talk bookings, and access print resources.

The article focuses on several initiatives in Civics and Citizenship Education in Victoria, which in the author's opinion, have demonstrated the importance of participatory approaches to the learning of students about the concepts of civics and citizenship. According to the author, classroom teaching can incorporate with the decision-making structures of the school. It notes that one of the difficulties encountered by students involved in Student Representative Councils (SRCs) is the refusal of student initiatives by School Councils.

The article focuses on developing civics and citizenship education (CCE) programs in schools. According to the author, the initial point in developing a CCE program is for the Humanities department to lead in articulating response from the whole school community response to essential learning in civics in accordance to Victorian Essential Learning Standards. Survey data should also be presented to the school council to be used in auditing current curriculum programs.

The article focuses on the report "National Assessment Program: Civics and Citizenship, 2004, Years 6 and 10," by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in Australia in December 2006. It enumerates the context in which the desire to test students in Civics and Citizenship Education should be seen, including the development of national statements of learning for civics and citizenship. It explains the national testing process to be conducted.

Focuses on information resources available to social studies teachers in Australia. Civics and Citizenship education Web site; EnhanceTV personalized educational television guide; Data products from the Australian Bureau of Statistics.

The article discusses the Behind the Lines, an annual exhibition that was held at the Museum of Australian Democracy (MoAD) in an Old Parliament House in Australia, which focuses on enriching visual literacy skills. Topics discussed include the MoAD's vision for learning democracy, addressing different curriculum areas Civics and Citizenship through the exhibition and the political cartooning.

The article discusses the annual Civics and Citizenship Network (CCN) Teacher Open Day organized by the professional association Social Education Victoria (SEV) that was held at the Parliament House in Australia on July 25, 2016. Topics discussed include the variety of different sectors and experience levels who were attended the professional learning day, the proceedings led by executive officer James Fiford and the session "Active Democracy in the classroom".

The article presents several student learning programs that was held in Australia in 2016. These include the annual Social Education Victoria (SEV) Victorian Certificate of Education (VCE) Global Politics Unit four student lecture, the SEV International Relations student summits and the annual Civics & Citizenship Network Professional Learning Day.

A calendar of events related to Civics and Citizenship education in Australia, from February to October 2017, is presented which includes the Victoria Certificate of Education (VCE) Sociology, the Global Politics Unit three Student Lecture and the Global Politics Student Revision Lectures.

The author offers insights on the importance of the Civics and Citizenship education in the professional association Social Education Victoria (SEV) Inc. Topics discussed include the opportunities for professional learning for teachers, the resources and professional learning workshops for Victoria Certificate of Education (VCE) and social education.

The author offers insights on the issue of the journal "Ethos" which focuses on Civics and Citizenship. Topics discussed include the author's advocacy for Civics and Citizenship education, the variety of comments regarding the Civics and Citizenship education during election and the aspects of the Civics and Citizenship education such as civic knowledge and separation of powers.

An introduction to the journal is presented in which the editors discuss various topics within the issue including citizenship education curriculum, citizenship and social enterprise.

The article focuses on civics and citizenship education at Flemington Primary School. The school aims to develop students' understanding of the Australian government systems and essentials of being active and informed citizens. It has a strong emphasis on Australia's political system, including the principles of representation and democracy.

The article focuses on the inclusion of civics and citizenship education in the curriculum of Australian schools. A definition of the term "good citizen" is given. Information on civics and citizenship education as one of the Australian federal priority areas in education is presented. Results of a study on whether students care about civics and citizenship education are also presented.

The author recognizes the Social Educators' Association of Australia (SCEAA) conference held in Canberra, Australian Capital Territory in 2014 for being a successful event in bringing together the many educators from around Australia. Libby Tudball, the president of the SCEAA and Social Education Victoria (SEV), committee and life member, was congratulated for the successful event. Topics highlighted at the meeting include the importance of social and civics and citizenship education.

The article presents updates on Social Education Victoria (SEV) as of September 2012. According to the author, the attention being given by the media to civics and citizenship education was prompted, probably, by the Australian Curriculum, Assessment and Reporting Authority (ACARA) Civics and Citizenship draft Shape Paper and articles like "Civics Classes Written Off with an F." The willingness of SEV to support educators and schools in the area of Civics and Citizenship education is mentioned.

Several articles published in the issue are presented including one Dr. Libby Tudball that traces the shift of civics and citizenship education in Australian schools from the 1990s to the present and another by Pam Dudgeon from Abbotsford Primary School that explores the students' understanding of citizen issues.

Reports on the efforts of the Victorian Association of Social Studies Teachers (VASST) to support social studies teaching in Australia. Contribution to the development of Civics and Citizenship Education programs; Involvement in the work of the Victorian Curriculum Assessment Authority on the Victorian Essential Learning Standards; Text books being published by VASST.

Reports on the appointment of Loretta Glass at the Victorian Association of Social Studies Teachers Inc. in 2003. Position assumed by Glass; Attitude of Glass toward civics and citizenship education.

Reports on the appointment of Gabrielle England at the Victorian Association of Social Studies Teachers Inc. committee in 2003. Position assumed by England at the association; Career background; Contribution of England to civics education.