I am Australian: Exploring Australian Citizenship · I am Australian: Exploring Australian...

I am Australian:Exploring Australian Citizenship

Upper primary unit - Teachers resource manual


© Commonwealth of Australia 2009

This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved.

Requests for further authorisation should be directed to the:Commonwealth Copyright Administration,Copyright Law Branch, Attorney-General’s DepartmentRobert Garran Offices National CircuitBarton ACT 2600Fax: 02 6250 5989 Email: [email protected].

Published by the National Communications Branch of the Department of Immigration and Citizenship6 Chan Street Belconnen ACT 2617

ISBN 978-1-921446-94-8


I am Australian:Exploring Australian Citizenship

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ContentsAbout this resource 3• Components 4• Approach 5• Learningoutcomes 5• Assessment 5• Curriculumlinks 6

Learningsequence 11

Get active and Get informed sheets 17

Related resources 32

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About this resourceI am Australian: Exploring Australian Citizenship encourages students

and teachers to appreciate the significance that citizenship holds for all

Australians. Citizenship for many people is the end of their migrant journey,

but the concept has a much broader applicability. All Australians should be

encouraged to value their Australian citizenship and the democratic beliefs

which have helped create a peaceful, prosperous and inclusive society.

This resource helps you to explore and celebrate Australian citizenship in your classroom. It is developed on the premise that students should be encouraged to investigate the ways in which active citizenship contributes to social cohesion and inclusion, respect for diversity, and the application of problem-solving and critical thinking skills. This resource is suitable for use with students in their upper primary years. While the content fits well within the Studies of Society and Environment curriculum, it is also relevant to the cross-curricular perspectives Civics and Citizenship and Values Education.

Links are provided to each state and territory’s curriculum documentation and the resource is also referenced against the Statements of Learning for Civics and Citizenship. These statements were developed as a national document for the Ministerial Council on Education, Employment, Training and Youth Affairs.

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Components

Learning sequenceThe learning sequence provided in this Teacher Resource Manual has five learning activities. The purpose of each activity and its relevance to the Statements of Learning for Civics and Citizenship (Year 5) are articulated as an introduction to each activity. Teachers are provided with a range of learning experiences that can be used to achieve the learning outcomes.

The structured sequence provides teachers with all the necessary guidance to implement meaningful classroom learning experiences. It incorporates instructions regarding effective use of the student resource sheets and online interactives.

Get informed and Get active sheetsThe Get informed student resource sheets provide background information for students in an engaging and accessible format. These can be reproduced and distributed or displayed on a Smartboard by linking to the electronic copy of this manual available on the Citizenship website.

The Get active student activity sheets provide instructions for students and space for them to complete learning activities. The activities go beyond student comprehension to engage students in in-depth, student-centred learning processes. Once again these can be reproduced or displayed on a Smartboard.

online interactivesThese high quality web-based activities introduce students to the central concepts being explored in the resource. Their use is incorporated into the learning sequence, however they are also suitable for use as stand alone activities. The two interactives, which utilise Adobe Flash technology, can be accessed by visiting www.citizenship.gov.au and following the link to resources. Hardcopy alternatives are provided as Get informed sheets.

In Citizenship Place, students participate in a quest to collect information relating to the privileges, responsibilities and democratic beliefs of Australian citizenship. The interactive includes animated characters, supporting visuals and written and spoken text. It is operated using a mouse.

The Making a Commitment interactive introduces students to the Australian Citizenship Pledge which new citizens must make, and the Australian citizenship affirmation which all Australians can make. The interactive includes a voiceover of each version of the pledge/affirmation, and layers of information to allow students to understand key terms.

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ApproAChThe pedagogical approach adopted in I am Australian: Exploring Australian Citizenship places the student at the centre of the learning process. Each activity introduces a concept to students and takes them on a process of inquiry. Students are then given the opportunity to reflect, facilitating deep learning.

The learning sequence includes multiple learning experiences. These address different content areas and utilise a variety of strategies, recognising differing learning styles and needs. The activities include opportunities for independent work, small group work and class discussions. They involve oral, written and creative expression which can be developed utilising a variety of technologies. Students are given the opportunity to engage in lower-order and higher-order thinking.

Teachers may choose to use the suggested learning sequence; however it can be adapted to the needs and preferences of individual teachers. Classroom dynamics may also require the adaptation of the activities to provide concurrent, rather than sequential, learning experiences.

LeArninG oUtComesStudents will be able to:

• demonstrateknowledgeandunderstandingoftheprivilegesandresponsibilitiesofAustralian citizenship

• appreciatethecontentandpurposeoftheAustralianCitizenshipPledgeandAustraliancitizenship affirmation

• articulatethevalueandmeaningofAustraliancitizenshipanditsroleinourculturallydiverse society

• identify,analyseandappreciatecommonlyheldAustralianvalues

• workcollaborativelywithpeerstocontributetotheorganisationofacommunityeventtoraise awareness about Australian citizenship

• selectappropriatetexttypesandmediatocommunicatewithadefinedaudience

Assessment Throughout the learning sequence, learning experiences that may be useful as assessment tasks are identified with this leaf icon.

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CUrriCULUm Links

Commonwealthnational statements of Learning for Civics and Citizenship — Year 5

ACTIVITY 1 2 3 4 5

Government and law• engagewithvaluesthatareimportanttoAustraliandemocracy

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Citizenship in a democracy• defineandexercisepersonalandsharedrightsandresponsibilities

within local contexts• recognisethatcitizenscanindividuallyandcollectivelyinfluence

decision making• promotesocialcohesionandcelebratediversitybyrecognisingthe

right of others to be different within the rule of law• developskillstocontributeeffectivelytorepresentativegroups

in familiar contexts• investigatetherangeofICTandmediathatcitizenscanuseto

communicate viewpoints on civics issues and consider their effectiveness

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historical perspectives• exploretheinfluenceofculturaldiversity,includingAboriginaland

Torres Strait Islander culture, on national identity and community life in Australia and examine how this has changed over time

• understandthatkeycivictermsusedinAustralia(e.g.democracy, citizen, government and parliament) have been inherited from other times and places

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Australian Capital territory essential Learning Achievements (eLAs)

ACTIVITY 1 2 3 4 5

eLA 1• usesarangeofstrategiestothinkandlearn

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eLA 2• understandsandappliestheinquiryprocess

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eLA 6• usesInformationandCommunicationTechnologieseffectively

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eLA 21• understandsaboutAustraliaandAustralians

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eLA 22• understandsandvalueswhatitmeanstobeacitizenwithinademocracy

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new south Waleshuman society and its environment — stage 3

ACTIVITY 1 2 3 4 5

Change and continuity • explainsthesignificanceofparticularpeople,groups,places,actionsand

events in the past in developing Australian identities and heritage CCS3.1• explainsthedevelopmentoftheprinciplesofAustraliandemocracyCCS3.2

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Cultures• describesdifferentculturalinfluencesandtheircontributionto

Australian identities CUS3.3• examineshowcultureschangethroughinteractionwithothercultures

and the environment CUS3.4

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social systems and structures• describeshowAustralianpeople,systemsandcommunitiesareglobally

interconnected and recognises global responsibility SSS3.7• explainsthestructures,roles,responsibilitiesanddecision-making

processes of state and federal governments and explains why Australians value fairness and socially just principles SSS3.8

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northern territorystudies of society and environment — Band 3

ACTIVITY 1 2 3 4 5

soc 3.1 time, Continuity and Change• investigatethepastandhoweventshaveimpactedonindividualsandgroups

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soc 3.3 Civics, Governance and social Justice• researchanddescribefeatures,suchasdecisionmaking,offamiliar

political and law systems and analyse how choices, opportunities and conflict affect people’s life chances

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soc 4.4 Values, Beliefs and Cultural Diversity• Describekeyelementsofcultureingroupsandcommunities,how

individuals learn and share their culture and the impact of differing values upon individuals and societies

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Queensland studies of society and environment — essential Learnings Year 7

ACTIVITY 1 2 3 4 5

Ways of working• communicatedescriptions,decisionsandconclusions,usingdifferenttext

types for specific purposes and the conventions of research-based texts• applystrategiestocontributeeffectivelytorepresentativegroupsandto

participate in civic activities

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knowledge and understandingPolitical and economic systems• Australia’sgovernmentsystemsarecharacterisedbyprinciplesincluding

civil society and representative democracy, processes including free and fair elections, institutions including parliaments and political parties, and instruments including the Australian Constitution

• Australiancitizenshipinvolvesvalues,attitudesandactionsrelatedto political equality and civil and human rights

Time, continuity and change• Australia’srelationshipwithitsAsianandPacificneighboursislinkedto

events over a range of time periods, including events associated with the “White Australia” policy, refugees and immigration, free-trade agreements and military alliances

• nationaltraditions,celebrationsandcommemorationshaveevolvedto reflect public sentiment and the perspectives, values and interpretations of different groups

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south Australiastandards and Accountability Framework — standard 3

ACTIVITY 1 2 3 4 5

society and environmentTime, continuity and change• Studentsinvestigateandanalyseevents,ideas,issuesandlivesofpeople

in their local community, nation and world, identifying patterns, changes, continuities and possible futures

• Studentsgather,research,analyse,evaluateandpresentinformationfrom a variety of sources to show understanding of particular times or events, from a range of perspectives

• Studentsworkcooperativelywithothersorinteamstodiscusspointsof view and arguments about particular events or issues in order to consider the values associated with them and to explore ways in which future change or continuity can be influenced

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Societies and cultures• StudentsanalysecriticallythewaysinwhichcommunitiesinAustraliaand

other countries seek both to maintain social cohesion and foster cultural diversity. Using these insights, they consider and develop strategies for preferred futures

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Social systems• Studentsrecogniseconnectionbetweenroles,structures,functions

and limits of various political, legal and economic systems over time• Studentsnegotiateandagreeonroles,responsibilitiesandalternative

courses of action in order to achieve goals relating to human rights, democracy, equity, social justice and sustainable environments, at school and in the wider community

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tasmania society and history — standard 3

ACTIVITY 1 2 3 4 5

identity, relationships and cultureUndertake philosophical inquiries into issues and beliefs in society

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Democratic values and processesUnderstand democratic values and processes in society, government and law

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responsible citizenshipUnderstand how individuals and groups take action to positively influence change

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CommunicationAcquire, critically examine and communicate information

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Victoriaessential Learning standards — Level 4

ACTIVITY 1 2 3 4 5

Civics and Citizenship• Civicknowledgeandunderstanding:studentsexplainthebasicelements

of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law

• Communityengagement:studentsdemonstrateunderstandingoftheroles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities… and contribute to group and class decision making

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thinking processes• Reflection,evaluationandmetacognition:studentsuseabroadrangeof

thinking processes and tools, and reflect on and evaluate their effectiveness

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Western Australiasociety and environment — Years 6 and 7

ACTIVITY 1 2 3 4 5

CultureStudents understand that people form groups because of their shared understandings of the world and, in turn, they are influenced by the particular culture so formed

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investigation, Communication and participationStudents investigate the ways people interact with each other and with their environments in order to make informed decisions and implement relevant social action

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natural and social systemsStudents understand that systems provide order to the dynamic natural and social relationships occurring in the world

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time, Continuity and ChangeStudents understand that people’s actions and values are shaped by their understanding and interpretation of the past

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Learning sequenceActivity 1 — Citizenship: What’s it all about?This activity introduces students to the privileges and responsibilities of Australian citizenship.

Statements of Learning for Civics and Citizenship

• defineandexercisepersonalandsharedrightsandresponsibilitieswithlocalcontexts

• Asaclass,discusstheterms‘privilege’and‘responsibility’.Youmayliketostartwithquestionssuchas‘WhatwouldImeanifIsaidIwasgivingyouresponsibilityfororganisingtheathleticcarnival?’and‘ImaginethePrincipalisgivingsomeoneaprivilege.Wouldthismean the person is getting something good or bad?’ Have your students suggest examples from their lives of responsibilities or privileges. Explore how these can be applied at the personal and national level.

• AskyourstudentstocompletetheonlineinteractiveCitizenship Place available by visiting www.citizenship.gov.au and following the link to resources. This can be done individually, in small groups, or as a class using an interactive whiteboard. (A hard copy alternative is available using Get informed 1.) This activity takes students on a quest to discover the privileges, responsibilities and democratic beliefs associated with Australian citizenship. When students have completed the activity, ask them to note down any privileges and responsibilities that they discovered during their quest.

• DistributeordisplayGet informed 2. This sheet sets out in detail the privileges and responsibilities of Australian citizenship. Use it as the basis for a PMI (plus, minus, interesting) activity. Model the PMI strategy for the class using one of the privileges. Ask students to suggest positive aspects of the privilege and list these as pluses. Then list any negative aspects that may be associated with the privilege and finally the things that students find interesting about this privilege. For example:

Privilege: Apply for an Australian passport

Plus Minus Interesting

You can travel It can be stolen They have an electronic chip in them for higher security

They can be used as identification

They cost money to apply for

They have Australian designs on them

Using Get active 3, students then work in groups to select another privilege and a responsibility and use the PMI strategy to explore them more thoroughly. Share the students’ responses in a class discussion.

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Activity 2 — making a commitmentThis activity familiarises students with the Australian Citizenship Pledge and the Australian citizenship affirmation.


• engagewithvaluesthatareimportanttoAustraliandemocracy

• understandthatkeycivictermsusedinAustralia(e.g. democracy, citizen, government and parliament) have been inherited from other times and places

• AskyourstudentstoexploretheonlineinteractiveMaking a Commitment by visiting www.citizenship.gov.au and following the link to resources. This could be done individually, in small groups, or as a class using an interactive whiteboard. The activity explores the Australian Citizenship Pledge which new citizens must make, and the Australian citizenship affirmation which all Australians can make. (A hardcopy alternative to this activity is available on Get informed 4.) The interactive allows users to become familiar with these statements and understand the meanings of key terms.

• Whenstudentshavecompletedtheactivity,distributeordisplayGet active 5. Students are asked to rewrite the Australian Citizenship Pledge using their own words and then to design a certificate of Australian citizenship.

Activity 3 — Australian citizenship. Why?In this activity students explore why people have chosen to become Australian citizens and consider what citizenship means to people.


• exploretheinfluenceofculturaldiversity…onnationalidentityandcommunitylifeinAustralia and examine how this has changed over time

• promotesocialcohesionandcelebratediversitybyrecognisingtherightofotherstobedifferent within the rule of law

• DistributeordisplayGet informed 6. It presents three case studies of people who have chosen to become Australian citizens and one of a person who has chosen to affirm their Australian citizenship. Ask your students to reflect on these before completing Get active 7. In this activity, students identify the various reasons that motivated the four people to make their decision. Students select one of the case studies and create an empathetic response in the form of a blog, email, diary entry or letter written by the person on the day of their ceremony.

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Activity 4 — our shared valuesActivity4asksstudentstoidentifyvaluesthatareimportant to Australians.


• engagewithvaluesthatareimportanttoAustraliandemocracy

• ThecommonvaluesheldbypeoplelivinginAustraliaareanimportantaspectofourdemocracy. As a class, brainstorm and list values that are important to Australians. While all student responses are valid, you may like to supplement the list by drawing from the list of democratic beliefs listed below.

• InvitestudentstoexploreAustralianvaluesfurtherbysurveyingmembersofthecommunity. Using Get active 8, students interview three people and ask them to identify the three values that are important to them. Students then reflect on the value that they consider to be most important.

Democratic beliefs Values which are important in modern Australia include:

• parliamentarydemocracy

• theruleoflaw

• livingpeacefully

• respectforallindividualsregardlessofbackground

• compassionforthoseinneed

• freedomofspeech

• freedomofreligionandseculargovernment

• freedomofassociation

• equalityunderthelaw

• equalityofmenandwomen

• equalityofopportunity

Source: Australian Citizenship: Our Common Bond, Commonwealth of Australia 2009

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Activity 5 — Celebrating Australian citizenshipThisactivitydevelopsstudents’citizenshipskillsbyinvolvingtheminplanninga community event to celebrate and affirm Australian citizenship.


• recognisethatcitizenscanindividuallyandcollectivelyinfluencedecisionmaking

• developskillstocontributeeffectivelytorepresentativegroupsinfamiliarcontexts

• investigatetherangeofICTandmediathatcitizenscanusetocommunicateviewpointson civic issues and consider their effectiveness

• InthisactivityyouandyourstudentswillplanandimplementaneventtocelebrateAustralian citizenship at your school. While this can be held on any day, you may like to consider Australian Citizenship Day which occurs on 17 September each year. One component of the event will be an Australian citizenship affirmation ceremony that all participants, whether Australian citizens or not, are invited to join. (For more information on conducting an affirmation ceremony see the box opposite.) To begin this activity, establish a date for the event and identify the extent of community involvement, and inform your students of these details.

• CollectideasabouttheplanningoftheeventusingGet active 9. This activity asks students to consider a menu, activities, speakers and the program for the event. Share the students’ responses and, in a class discussion, finalise these details and allocate tasks.

• Havingidentifiedwhowillparticipateinthecelebration(class,school,parents,widercommunity), discuss with students a range of appropriate strategies for advertising the event to the target audience. Distribute or display Get active 10 which introduces students to devices used in advertising and asks them to apply them. Students can work in pairs on this activity and create material that can be used to promote the event.

• Youmayliketoinformthemediaaboutyoureventandtheimportanceofcitizenship.Get active 11 facilitates the writing of a press release. This activity familiarises students with this text type and helps them articulate the significance of citizenship to a wide audience.

• Aspeechisanintegralpartofacitizenshipcelebration.UseGet active 12 to identify the aspects of an effective speech. Ask students to create the speech that they would deliver if they were the speaker at an Australian citizenship celebration.

• Conductacitizenshipcelebrationeventandenjoy!

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ConDUCtinG An AUstrALiAn Citizenship AFFirmAtion CeremonY

What is an affirmation ceremony?An affirmation ceremony is a short ceremony where all present are given the opportunity to publicly affirm their loyalty and commitment to Australia and its people by reciting the affirmation.

Affirmation ceremonies increase awareness of Australian citizenship, promote community involvement and participation, and help people feel that they belong. They also help build pride in Australians about their citizenship.

Legal status of affirmation ceremoniesUnlike citizenship ceremonies, affirmation ceremonies have no status in law and no legal effect. No records on participants are required by the department. People taking part in affirmation ceremonies are not required to prove their Australian residence or citizenship status. To avoid confusion with official evidence of Australian citizenship, no certificate should be given to people who participate in an affirmation ceremony.

Who can host an affirmation ceremony?Affirmation ceremonies may be hosted by community organisations, schools and local government councils at special events such as community meetings, functions, festivals and school assemblies. They can also be part of celebrations for special occasions such as Australia Day (26 January) and Australian Citizenship Day (17 September).

Who can participate in an affirmation ceremony?Everyone is welcome and participation is voluntary. Many Australians would not have had an opportunity to declare their commitment to Australia and its people at a citizenship ceremony because they were born in Australia. Some overseas-born Australian citizens have previously pledged their commitment to Australia at a citizenship ceremony. They may however wish to join in and re-affirm their loyalty to Australia and its people.

There are also many people living in Australia who, although not yet Australian citizens, consider Australia their home. They too may wish to express their loyalty to Australia and show their support for the values that are part of Australian citizenship by joining in the affirmation at the second line.

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Who can lead an affirmation ceremony?An affirmation ceremony must be led by an Australian citizen. They may be a person of some standing in the community or school, for example an official guest, a leader within the community, a federal or state/territory parliamentarian or other appropriate person.

For local government councils that incorporate an affirmation ceremony into a citizenship ceremony, the affirmation ceremony may be led by the presiding officer who is usually the Mayor or Chief Executive Officer.

As affirmation ceremonies are significant occasions conveying important symbolism they should be conducted with meaning and dignity.

how to host an affirmation ceremonyAn affirmation ceremony should be foreshadowed at the beginning of a function to allow those present to consider whether they wish to participate. It should be made clear that participation is voluntary and that reciting the affirmation has no legal effect.

Affirmation cards with the words of the affirmation should be placed on seats or handed to guests as they arrive. This will allow members of the audience to become familiar with the words of the affirmation. Affirmation cards are available from state and territory offices of the department or by visiting the Australian citizenship website at www.citizenship.gov.au

The person leading the affirmation ceremony should invite all who wish to publicly affirm their commitment to Australia and its people, to stand and join in repeating the affirmation.

From: Australian Citizenship Ceremonies Code, Commonwealth of Australia, 2008

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Citizenship PlaceMinkafindsherselfinCitizenshipPlace,whereshevisitsdifferentbuildings and meets many people. She finds out lots of things about Australian citizenship.

Minkameetsatravelagent and this is what she learns: If you want to go overseas for a holiday, and you are an Australian citizen, you can apply for a passport. With an Australian passport you can come and go from Australia as you please. And if something goes wrong while you’re away the Australian government has officers overseas whoyoucanaskforhelp.Happytravelling!

Minkaseesapolicemanatastreetprotest. This is what he says: Standback!Movebackbehindtheline!Youneedtomoveofftheroad.Youcanprotestandhave your say, but you still need to obey the laws.WeallneedtodotherightthingtokeepAustraliagreat!

Atahospital,Minkameetsanewbornbaby who tells her: I’m a new Australian, but not all babies born here are Australian citizens. To be a citizen at least one of a baby’s parents needs to be Australian. In fact, it doesn’t matter where in the world a baby is born, if it has an Australian parent it can become an Australian citizen. Waa!Waa!

AsMinkawalkspastaHinduwedding, the bride’s mother says: Atlastaweddingformylovelydaughter! Everyone from our street is at the temple. We have many different beliefs but we are celebratingtogether.Thisiswhatmakes Australiawonderful.Manyreligions!Manycultures!Manyfoods!Comeanddancewithus!

primArYGet informed 1a

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MinkaseesaCommonwealth Government office building where a public servant says:Australia’spublicservantsareworkinghardto build a better nation. They are doing many different jobs right across the country. Would youliketojoinusoneday?Australiancitizens canapplyforthesejobs.Gottodash!

AtthePostOffice,Minkafindsan electoral enrolment form. She learns that:WhenAustraliancitizensare18theyneedto enrol to vote. They can then have their say about who will govern Australia by voting at federal, state/territory and local government elections. Citizens can even stand as a candidate at an election once they are on the electoral roll.

Minkaseesa‘JointheDefenceForce’ poster and learns that:If you’re an Australian citizen you can join the AustralianDefenceForces.Youcanhelpotherpeople!DefendAustralia!Serveyourcountry!

AtaCourtHousetheJudgesays:Sometimes I need a jury to decide if a person charged with a crime is guilty or innocent. Any Australian citizen can be called to serve their communityasajuror.Justobeythelawsand trynottocomebackhereaccusedofacrime!

primArYGet informed 1b

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Get the vocab!

enrol: to add your name and details to an official list

Diplomatic representative: person who works for the government to build relations with other countries

Australian Defence Force: the Army, the Navy and the Air Force

Australian public service: the people who advise the government and deliver services on its behalf

primArYGet informed 2As a citizen…As An AUstrALiAn Citizen YoU CAn:Vote.Ifyouare18yearsorolderyoucanvote.Haveyoursayandhelpchoosethepeoplewho will govern Australia.

seek election to parliament.Doyouliketheideaofbeingapolitician?Ifyouarechosenbythevoters,youcanbecomeoneofthepeoplewhomakedecisionstokeepAustralia a great place to live.

Apply for an Australian passport.Wouldyouliketoseetheworld?Withavalidpassport,youcanleaveAustraliaandcomebacktoAustraliaatanytime.

register children born overseas as Australian citizens. If at least one of your parents is an Australian citizen, you can be too — even if you are born overseas.

seek assistance from Australian diplomatic representatives when overseas. Sometimes thingsdonotgotoplan!Ifyouhaveanaccidentorneedhelpwhileyouareoverseas,Australian Government officers are there to assist you.

Work in the Australian Defence Force and the Australian public service. The Australian Government employs thousands of people across Australia, and internationally, to deliver services and defend Australia. As a citizen you can apply for these jobs and serve your country!

As An AUstrALiAn Citizen YoU neeD to:obey Australia’s laws.EverybodylivinginAustralianeedstomakesureitisafairandsafeplacetolive.Makesureyoudotherightthing!

enrol and vote.Onceyouare18yearsold,youmustenrolandvoteinfederal,state/territory, and local government elections.

serve on a jury. If you are called on to be a member of a jury, you must listen to theevidenceinacasebeforethecourtanddecidetheresult…guiltyorinnocent!

Defend Australia.Doyourbit!Iftheneedarises,itisexpectedthatyouwillworkto defend Australia and its way of life.

Get the facts!

• OfthepeoplelivinginAustralia95%areAustraliancitizens

• Approximately100,000peoplechoosetobecomeAustraliancitizenseachyear

• Peoplefromover185countrieshavechosentobecomecitizens

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The good, the bad and the interestingUse these charts to explore one of the privileges and one of the responsibilities of Australian citizenship. Select your privilege and write it below, then list the positive, negative and interesting things about this privilege.

Privilege: ___________________________________________________________________________________________________


Now select a responsibility to explore.

Responsibility: _______________________________________________________________________________________


primArYGet active 3

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Making a commitmentThefinalstageintheprocessofbecominganAustraliancitizenismakingthe Australian Citizenship pledge at a ceremony. There are two versions of the pledge andpeoplecanchoosebetweenthese.Oneincludesthewords‘underGod’.People mayalsochoosetoholdaholybookwhilemakingthepledge.Aftertheyhavemade the pledge, new citizens are usually presented with a certificate.

Version 1 Version 2

Fromthistimeforward,underGod,

I pledge my loyalty to Australia

and its people,

whose democratic beliefs I share,

whose rights and liberties I respect, and

whose laws I will uphold and obey.

Fromthistimeforward,

I pledge my loyalty to Australia

and its people,




Australian citizens also have the opportunity to affirm their loyalty to Australia by makingtheAustralian citizenship affirmation. People who are not Australian citizens, but consider Australia their home, can join in from the second line. At citizenship ceremonies, everyoneisinvitedtomakeanaffirmationattheendoftheceremony.Theaffirmationcanalso be made at other events, including school events. It has no legal standing and no recordsofparticipationarekept.

As an Australian citizen,

I affirm my loyalty to Australia and its people,





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Get the vocab!Affirm:toaffirmmeanstomakeaseriouscommitment.

Democratic: Australia has a democratic system of government where the people choose representatives to govern them. This system allows the people to have a say in how Australia is run. It means that government decisions need to reflect what is important to Australians.

Laws: laws in Australia are made by governments, which are elected by the people. The laws apply to all people in Australia.

Loyalty: by pledging loyalty people are promising their true and constant support to Australia and its people.

pledge:topledgemeanstopromiseormakeacommitment.

respect: having respect for these rights and liberties means believing them to be important.

rights and liberties: rights and liberties are values that are important to the Australian way of life. They include freedom of speech, freedom of religion and treating all people equally.

Under God: although Australian citizenship ceremonies are not religious events, manypeoplechoosetoincludethewords‘underGod’whenmakingtheirpledge.

Uphold and obey: to uphold and obey laws means to support them and do astheyrequire.


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In my own words…AllpeoplechoosingtobecomeAustraliancitizensmustmaketheAustralian CitizenshipPledge.Readitcarefullyandmakesurethatyouunderstandall the terms that are used.

Fromthistimeforward,I pledge my loyalty to Australia and its people,

whose democratic beliefs I share,whose rights and liberties I respect, and


Now have a go at writing your own version of the Australian Citizenship Pledge. Whatwordswouldyouuseandwhatmessageswouldyouinclude?

Aftermakingapledge new Australians are given a certificate of Australian citizenship.Designthe certificatethatyouthink should be given to new Australians.

primArYGet active 5

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Four Australian storiesAngelo muguiraAngelo Muguira, who has spent most of his life running a sugar cane farm in far north Queensland, became an Australian citizen in the first citizenship ceremonyin1949.Angelorecallshowgoodhefelt,“Because I became Australian. Best country in the world...feltlikeIbelonged,youknow.”

AngelowasborninSpainandwhenhewas14 hisfamilyfledtheSpanishCivilWartomakeanew lifeinAustralia.Heremembersbeingdifferenttohisclass mates and learning English at school, but says that mostly he felt welcome in Australia, particularly after he became a citizen.

kimberly Anderson Kimberly Anderson, from the United States, fell in love with an Australian and some years later she moved to Australia with her husband and son. Kimberly trained as an Australian history and drama teacher.

A group of boys she taught in 2003 inspired her to become an Australian citizen. They wrote of the‘power,beliefandculture’ina‘strongnation which thrives on confidence and opportunity’. Kimberly says that soon after this, on returning fromavisittotheUnitedStates,‘Irealisedhome was Australia. Australia is my country, and I want to have a voice in the way my country is run.’ Many of the boys from her 2003 class attended Kimberly’s citizenship ceremony.


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Four Australian storiesthe Abishev familyThe Abishev family are circus performers whocametoAustraliafromKazakhstan.Serik,Galiyaandtheiradultchildren, AliyaandArystan,nowworkwiththe Great Siberian Circus in Australia, performing a range of acts including aerial acrobatics, balancing acts, juggling, clowning and tumbling.

‘MyfatherlovedAustraliaassoonashecamehere.Helovedthepeopleandthe weather — everything really,’ Aliya said. The family decided to become citizens, ‘…aswecanbringsomethingtothiscountry.Itisimportanttometosayproudly IamAustralian.Irealisepeoplewholiveinthiscountryaresolucky—itisthe best country in the world.’

Brodie FlemingBrodieFleming,alreadyanAustraliancitizen,wasaguest at an Australian citizenship ceremony where she was invited to participate in an Australian affirmation ceremony.Shechosetomaketheaffirmationaftershehad listened to the new citizens recite their pledge of loyaltytoAustralia.‘Iwantedtodemonstratemyloyaltytothem,andAustralia,andmakethemfeelwelcomeas a new member of the team,’ Brodie said. She recalls that the ceremony made her feel very aware of the opportunities Australia provides to its citizens.

Brodie remembers the excitement and joy of the newcitizens.Shealsoremembers,‘feelingproudthatothers felt a desire to become a citizen of the country I was born in’.

Get the facts!• AustraliancitizenshipceremoniesareafocusofAustraliaDay(26January)and

AustralianCitizenshipDay(17September)butareheldonanydayoftheyear.• Sincethefirstcitizenshipceremonyin1949,over4millionpeoplehavebecomecitizens.• ThefirstAustraliancitizenshipaffirmationceremonywasheldin1999tocelebrate

the50thanniversaryofAustraliancitizenship.


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My home AustraliaUsing the four case studies presented on Get informed 6, identify why each person chose to become an Australian citizen or affirm their loyalty to Australia. Describehowtheyfeltabouttheirdecision.

Angelo Muguira

Kimberly Anderson

The Abishev family

Brodie Fleming

primArYGet active 7

Imagine that you are one of these people. Write a blog, email, diary entry or letter about thedaythatyoubecameacitizenormadeanaffirmationtoAustralia.Whathappened?Whatemotionsdidyoufeel?HowdoyoufeelaboutbeingAustralian?

29

primArYGet active 8What do you value?Yourtaskistosurveypeoplefromyourcommunityaboutthevaluesthatare importanttothem.Identifythreepeople,explainyourtasktothem,andifthey arehappytoparticipateaskthemthefollowingquestionsandrecordtheirresponse.

What are the three values that you think are most important to Australia? Why do you think each one is important?

Name Value1 Value 2 Value 3

Nowreflectonyourownbeliefs.Whatdoyouthink isthemostimportantvalueforAustraliaandwhy?

30

primArYGet active 9Celebrating Australian citizenship day program!!!A large celebration needs lots of planning. Use this sheet to record your ideas on how your class should organise an event to celebrate citizenship.

Whatfoodshouldbeservedo

ntheday?

•

•

•

•

Whydidyouchoosethisselec

tion?

A respected Australian citizen needs to lead the affirmation ceremony. Whoshouldthisbe?

Whywouldhe/shebeagoodchoice?

Who would be an interesting and appropriateguestspeaker?

Why?

Activities: What entertainment should be providedforguests?

Time Venue Activity

Complete this table setting out a program for the celebration day. Thinkaboutthevenueandhowmuchtimewouldbeneededforeachsession.

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primArYGet active 10Tell everyone to comeTomakeyourcitizenshipcelebrationasuccess,youneedlotsofpeopletocome. Howareyougoingtotellpeopleabouttheevent?Willyouuseaflyer,aposterorsomethingelse?Whateveryouuse,itneedstolookgood.Therearemanytricks usedbyadvertiserstoappealtotheiraudience.Youcanusethemtoo!

Advertisers often select colours that

relatetotheproductbeingm

arketed.

What colours will you use to relate to

Australiancitizenship?

Images and symbols can be used toquicklysendausefulmessageto the reader without them having to read information. What image orsymbolcouldyouuse?

Thedesigniswhatmakesanadvertisement

lookappealing.Whatfeatures,including

text, borders, positioning, will you use to

grabattention?

‘Buzz’wordsandcatchyslogansareanimportant part of selling a message. Can youthinkofsometopromoteyourevent?

Advertisingneedstomakeitsmessageclear to the audience. The details for the event must be clear and easy to read. Whatwillyouinclude?

Date:

Time:

Place:

Now create an advertisement that is sure to win over your audience!

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Make the news!If you want local radio, television or newspapers to feature a story about your citizenshipcelebration,youneedtosendoutapressreleasebeforetheeventtakes place. This sheet will help you to write a press release that will get the attention of the journalists.

1. Youneedacatchyheadline.Whatarethekeywordsthatwillmakepeople wanttoreadyourstory?Keeptheheadlineshortandsimple.

_____________________________________________________________________________________________________

2. Writetheinformationusingthe‘5Ws’.

• Who? _________________________________________________________________

_________________________________________________________________

• What? _________________________________________________________________

_________________________________________________________________

• When? _________________________________________________________________

_________________________________________________________________

• Where? ______________________________________________________________

_________________________________________________________________

• Why? _________________________________________________________________

_________________________________________________________________

3. Includeaquotee.g.someonesayingwhyAustraliancitizenshipisworthcelebrating.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

4. Putadateonthepressrelease.

_____________________________________________________________________________________________________

Write the press release using the information you have put on this sheet. Writethepressreleaseinthethirdperson:exceptinthequoteyouprovide, don’tusewordslike‘I’and‘we’.

primArYGet active 11

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primArYGet active 12Ladies and Gentlemen…Yourtaskistowriteaspeechthatyouwouldliketodelivertotheguestsata citizenship celebration event. Use this sheet to plan what you will say in your speech.

Whoisyouraudience?Howwill

youacknowledgethemtobegin

yourspeech?

Usetheideasyouhavedevelopedandgettoworkwritingaspeechthatwillcapture theinterestofyouraudience!Yourspeechneedstobeclearlystructuredsothatitprogresses through your themes before drawing to a conclusion.

Sometimes people use humour when delivering speeches to engage the audience.Howmightyoudothis?

Whatarethekeyideasorthemesrelating to Australian citizenship that you wouldliketodiscuss?

•

•

•

•

Youneedtobeginyourspeechbytellingthe audience what you will be discussing. Whatmightyousay?

Howwillyoudrawtogetheryourideasandconcludeyourspeech?

Anecdotes(shortstories)ca

nhelpto

demonstrateapointyouwantto

make.

Canyouthinkofonetoincl

ude?

Related resources• Ausflag—www.ausflag.com.au

• Australiancitizenship—www.citizenship.gov.au

• CivicsandCitizenshipeducation—www.civicsandcitizenship.edu.au

• DiscoveringDemocracyunit,PeoplePower— www1.curriculum.edu.au/ddunits/index.htm

• FoundingDocuments—www.foundingdocs.gov.au

• NationalAustraliaDayCouncil—www.australiaday.gov.au

• Our Voices, Phase 3, Rigby 2003

• TheLe@rningFederation—www.thelearningfederation.edu.au Civics and Citizenship catalogue of digital curriculum content.

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