• Civic knowledge – for example, knowledge about governments, politics, political institutions, both in Australia and in other countries.

Dimension 2 

• Personal identity and communities – for example, identification with a range of communities – school, suburb, town, nation.

Dimension 3 

• Civil behaviour and social issues – for example, behaviours of cultural tolerance, civility and ethical behaviour.

Dimension 4 

• Social action – for example, activities in the local community or at school.

 The CEFA Measurable Student Education Outcomes will continue to be applied to all CEFA’s civics education tools, films, materials, projects and programs. These measurable  criteria include: 

Outcome 1: Civic Knowledge 

Understanding about political organizations, decision-making processes, institutions, legal requirements and electoral and parliamentary processes.

a) Knowledge – Show an understanding of rule of law, electoral and parliamentary process, which includes knowledge of the historical origins of our democracy and a general understanding of the nature of our political system. 

b) Skills – Participate in voting, elected office, committees and official roles included in student parliament and leadership skills. 

c) Values – Display an understanding of their rights and responsibilities of members within the school and wider community. 

Outcome 2: Personal Identity and Communities 

To identify their place in society, which includes school, local and wider communities and have a clear understanding of their capacity as a participant in each. 

a) Knowledge – Know the various communities they belong to and the pathways open to them to have a voice in effecting change. Student Representative Council, Environmental Clubs, Sporting Teams and Social Justice groups, family etc 

b) Skills – be participant in a variety of groups within each area of local and wider communities and show evidence of participation. Demonstrate skills of a team player and understand individual roles of team work and pulling together. 

c) Values – Show an understanding of the pursuit of the common good with evidence of initiatives/activity in furthering an improvement within that community. 

Outcome 3: Civic Behaviour and Social Action 

To explore and show an understanding of behaviours of cultural tolerance, civility and ethical behaviour, including acceptance and appreciation of diversity. 

a)     Knowledge – display an understanding of school rules and laws that underpin behaviour of citizens in the wider community. 

b)     Skills – Policy-writing in committees associated with student parliament e.g. litter, anti-bullying etc. Confidence and self-esteem. 

c)     Values – Act in accordance with rules and regulations, which govern a school or wider community and be accountable for their own actions. Display an acceptance of others’ viewpoints and beliefs and respect for diversity. 

To develop a greater understanding of the importance of communication in a variety of forms in maintaining a vibrant democracy. 

a)     Knowledge – Show an understanding of the different types of communication that can be utilized in active citizenship e.g. formal written documents, formal speeches, debating etc. 

b)       Skills – Participate in formal and informal public speaking, debate and develop an ability to listen well to others. 

STUDENT INTERVIEWS

Conducted by coordinating teachersIndependent evaluation 

QUIZZES

Written/oral 

STUDENT RESUMES

Reflecting community/civics involvement 

STUDENT COMMUNITY ENGAGEMENT LOGS 

Involvement in committees/groups/organizations
Policies written
Speeches made/written
Involvement in Debates
Letters written
Petitions created
Activities initiated/conducted/involved in
 

LEADERSHIP ACTIVITIES 

Name of leadership groups
Offices held
Dates
Initiatives
How selected for leadership 

PRESENTATIONS 

Subject matter
Style
Audience
Date

A detailed example of national assessment in Citizenship Education can be found on the UK website  "Association for Citizenship Teaching (ACT)" by clicking here