Only 38% of year 10 students reached the standard of knowledge on civics and citizenship required for their year level in 2019, the same percentage as in 2016. In year 6, 53% achieved the benchmark, which is down from 55% in 2016.<\/p>\n
This has implications for the confidence and preparedness of young people to participate in shaping society now, and into the future.<\/p>\n
What is the civics and citizenship test?<\/strong><\/h4>\nThe\u00a0national assessment program<\/a>\u00a0on civics and citizenship has been held every three years since 2004. It is administered to a sample of year 6 and year 10 students across Australia. Around 13,250 students sat the assessments in 2019.<\/p>\nThe NAP-CC seeks to assess students\u2019 understanding of topics including Australian politics, government, history and the legal system. It also captures students\u2019 knowledge of their rights and responsibilities as citizens.<\/p>\n
The NAP-CC aligns with educational aims agreed to by national, state and territory education ministers.<\/p>\n
The\u00a0Alice Springs (Mparntwe) Education Declaration<\/a>, established in 2019, has two goals, the second of which is that:<\/p>\nyoung Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community.<\/em><\/p><\/blockquote>\nWhat do the latest results show?<\/strong><\/h4>\nFor year 6 students, the\u00a0proficiency standard<\/a>\u00a0expects they can demonstrate knowledge of core aspects of Australian democracy. This includes awareness of the connection between fundamental principles (such as fairness) and their manifestation in rules and laws. They should also be able to demonstrate awareness of citizenship rights and responsibilities.<\/p>\nFor example, students in year 6\u00a0should be able to identify<\/a>\u00a0the role of the prime minister, understand the origins of the Westminster system, and recognise that a vote on a proposed change to the constitution is a referendum.<\/p>\nAt year 6, the percentage of students achieving the proficient standard has fallen slightly to 53% from 55% in 2016. This result maintains the established pattern where, since 2004, the percentage of year 6 students meeting the proficient standard has remained within the 50-55% range.<\/p>\n
To meet the proficiency standards in year 10, students should be able to demonstrate knowledge of specific details of Australian democracy, make connections between the processes and outcomes of civil and civic institutions, and demonstrate awareness of the common good as a potential motivation for civic action.<\/p>\n
Only 38% of year 10 students reached the proficient standard in 2019. This is the same as the last testing round in 2016, but well down on the 49% high achieved in 2010.<\/p>\n
![\"\"](\"https:\/\/world.edu\/wp-content\/uploads\/2021\/01\/NAP-CC.png\")
<\/p>\n
The\u00a0NAP-CC 2019 results<\/a>\u00a0also showed:<\/p>\n\n- at both year levels, female students outperformed males<\/li>\n
- there were large statistically significant differences between the achievements of non-Indigenous and Indigenous students<\/li>\n
- students with parents who were senior managers or professionals had significantly higher scores than students with parents who were classified as unskilled labourers, or office, sales or service staff<\/li>\n
- the scores of students from metropolitan schools were significantly higher than those of students from regional and remote schools at both year levels<\/li>\n
- students who had a parent with a bachelor\u2019s degree or above achieved more than 130 scale points (one proficiency level) higher than students whose parents completed year 10 or year 9 as their highest level of education.<\/li>\n<\/ul>\n
What we need to do<\/strong><\/h4>\nYear 10 is the last year of compulsory schooling in Australia. It is also the final year in which the national civics and citizenship curriculum is delivered.<\/p>\n
This means year 10 can be the last opportunity for students to learn about their nation\u2019s political system and their responsibilities as citizens.<\/p>\n
Previous\u00a0research has also shown<\/a>\u00a0young people would like to consolidate their knowledge about Australia\u2019s democracy before leaving school.<\/p>\nA national civics and citizenship curriculum was developed by the Australian Curriculum, Assessment and Reporting Authority in 2012-2013. But states retain the constitutional authority over education, which results in variation in how civics and citizenship is taught across jurisdictions.<\/p>\n
The latest data suggests now is the time to build on these investments and introduce targeted strategies.<\/p>\n
When we\u00a0spoke to school leavers in 2017<\/a>, many told us they wanted additional lessons that concentrated on building their understanding of Australian democracy before they left school. In light of the consistently low performance at the year 10 level, it is now the time to capture and respond to the student voice.<\/p>\nWe also need to support teachers. Young Australians have said what they learn at school about civics and citizenship is\u00a0highly dependent<\/a>\u00a0on the preparedness of their teachers.<\/p>\nTeachers who are confident about exploring politics and government in class can have a positive impact on the learning outcomes of their students.<\/p>\n
The NAP-CC seeks to assess students\u2019 understanding of topics including Australian politics, government, history and the legal system. It also captures students\u2019 knowledge of their rights and responsibilities as citizens.<\/p>\n
The NAP-CC aligns with educational aims agreed to by national, state and territory education ministers.<\/p>\n
The\u00a0Alice Springs (Mparntwe) Education Declaration<\/a>, established in 2019, has two goals, the second of which is that:<\/p>\n young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community.<\/em><\/p><\/blockquote>\n For year 6 students, the\u00a0proficiency standard<\/a>\u00a0expects they can demonstrate knowledge of core aspects of Australian democracy. This includes awareness of the connection between fundamental principles (such as fairness) and their manifestation in rules and laws. They should also be able to demonstrate awareness of citizenship rights and responsibilities.<\/p>\n For example, students in year 6\u00a0should be able to identify<\/a>\u00a0the role of the prime minister, understand the origins of the Westminster system, and recognise that a vote on a proposed change to the constitution is a referendum.<\/p>\n At year 6, the percentage of students achieving the proficient standard has fallen slightly to 53% from 55% in 2016. This result maintains the established pattern where, since 2004, the percentage of year 6 students meeting the proficient standard has remained within the 50-55% range.<\/p>\n To meet the proficiency standards in year 10, students should be able to demonstrate knowledge of specific details of Australian democracy, make connections between the processes and outcomes of civil and civic institutions, and demonstrate awareness of the common good as a potential motivation for civic action.<\/p>\n Only 38% of year 10 students reached the proficient standard in 2019. This is the same as the last testing round in 2016, but well down on the 49% high achieved in 2010.<\/p>\n The\u00a0NAP-CC 2019 results<\/a>\u00a0also showed:<\/p>\n Year 10 is the last year of compulsory schooling in Australia. It is also the final year in which the national civics and citizenship curriculum is delivered.<\/p>\n This means year 10 can be the last opportunity for students to learn about their nation\u2019s political system and their responsibilities as citizens.<\/p>\n Previous\u00a0research has also shown<\/a>\u00a0young people would like to consolidate their knowledge about Australia\u2019s democracy before leaving school.<\/p>\n A national civics and citizenship curriculum was developed by the Australian Curriculum, Assessment and Reporting Authority in 2012-2013. But states retain the constitutional authority over education, which results in variation in how civics and citizenship is taught across jurisdictions.<\/p>\n The latest data suggests now is the time to build on these investments and introduce targeted strategies.<\/p>\n When we\u00a0spoke to school leavers in 2017<\/a>, many told us they wanted additional lessons that concentrated on building their understanding of Australian democracy before they left school. In light of the consistently low performance at the year 10 level, it is now the time to capture and respond to the student voice.<\/p>\n We also need to support teachers. Young Australians have said what they learn at school about civics and citizenship is\u00a0highly dependent<\/a>\u00a0on the preparedness of their teachers.<\/p>\n Teachers who are confident about exploring politics and government in class can have a positive impact on the learning outcomes of their students.<\/p>\nWhat do the latest results show?<\/strong><\/h4>\n
<\/p>\n\n
What we need to do<\/strong><\/h4>\n