This is an article by Rachel Krust which is very relevant for Australian CCE teachers.
TLDR: We should be teaching civic participation in practice
All but the most minimalist conceptions of a true democracy envisage citizens voting and participating between elections on an informed and collectively considered basis. The Australian Curriculum adopts this vision insofar as it aspires to develop “active and informed citizens”. Under this model, citizens’ votes are cast on the strength of party policies, on which they have developed an informed and considered judgment, and they don’t rely mostly on heuristics like voting behaviour of family and peers, or simply their own historical voting behaviour. They also participate actively and on an informed basis between elections.
That’s not what Australian democracy looks like right now. While participation in some forms is increasing, we still vote and engage very much on the basis of heuristics and soundbites. The point here is absolutely not that people, especially young people, don’t want to engage more meaningfully; it’s that we’re not creating the right conditions and opportunities for engagement.
Part of the solution is to reimagine and better resource civics education in Australia. We should give the CCE curriculum more time. We should teach students to coherently evaluate and deliberate with their fellow citizens on current policies; evaluate parties and candidates; and perhaps most significantly, participate beyond elections, both formally and informally. We should do this by giving students opportunities to apply these capabilities in practice, talking and doing something about current local, state and national issues that affect them; preaching at students won’t work.
Read more here.