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 2018

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.

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Published by the Communication and Engagement Branch of the Department of Home Affairs 6 Chan Street Belconnen ACT 2617

ISBN 978-1-921446-94-8

I am Australian:Exploring Australian Citizenship

Upper primary unit - Teachers resource manual

CONTENTSAbout this resource 2• Components 3• Approach 4• Learning outcomes 4• Assessment 4• Curriculum links 5

Learning sequence 10

Get active and Get informed sheets 16

Related resources 31

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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 an interactive whiteboard 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 an interactive whiteboard

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:

• demonstrate knowledge and understanding of the privileges and responsibilities of Australian citizenship

• appreciate the content and purpose of the Australian Citizenship Pledge and Australian citizenship affirmation

• articulate the value and meaning of Australian citizenship and its role in our culturally diverse society

• identify, analyse and appreciate commonly held Australian values

• work collaboratively with peers to contribute to the organisation of a community event to raise awareness about Australian citizenship

• select appropriate text types and media to communicate with a defined audience

ASSESSMENT Throughout the learning sequence, learning experiences that may be useful as assessment tasks are identified with this pencil 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• engage with values that are important to Australian democracy

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Citizenship in a democracy• define and exercise personal and shared rights and responsibilities

within local contexts• recognise that citizens can individually and collectively influence

decision making• promote social cohesion and celebrate diversity by recognising the

right of others to be different within the rule of law• develop skills to contribute effectively to representative groups

in familiar contexts• investigate the range of ICT and media that citizens can use to

communicate viewpoints on civics issues and consider their effectiveness

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Historical perspectives• explore the influence of cultural diversity, including Aboriginal and

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

• understand that key civic terms used in Australia (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• uses a range of strategies to think and learn

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ELA 2• understands and applies the inquiry process

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ELA 6• uses Information and Communication Technologies effectively

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ELA 21• understands about Australia and Australians

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ELA 22• understands and values what it means to be a citizen within a democracy

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New South WalesHuman Society and Its Environment — Stage 3

ACTIVITY 1 2 3 4 5

Change and continuity • explains the significance of particular people, groups, places, actions and

events in the past in developing Australian identities and heritage CCS3.1• explains the development of the principles of Australian democracy CCS3.2

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Cultures• describes different cultural influences and their contribution to

Australian identities CUS3.3• examines how cultures change through interaction with other cultures

and the environment CUS3.4

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Social systems and structures• describes how Australian people, systems and communities are globally

interconnected and recognises global responsibility SSS3.7• explains the structures, roles, responsibilities and decision-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• investigate the past and how events have impacted on individuals and groups

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Soc 3.3 Civics, Governance and Social Justice• research and describe features, such as decision making, of familiar

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• Describe key elements of culture in groups and communities, 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• communicate descriptions, decisions and conclusions, using different text

types for specific purposes and the conventions of research-based texts• apply strategies to contribute effectively to representative groups and to

participate in civic activities

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Knowledge and understandingPolitical and economic systems• Australia’s government systems are characterised by principles including

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

• Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights

Time, continuity and change• Australia’s relationship with its Asian and Pacific neighbours is linked to

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

• national traditions, celebrations and commemorations have evolved to 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• Students investigate and analyse events, ideas, issues and lives of people

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

• Students gather, research, analyse, evaluate and present information from a variety of sources to show understanding of particular times or events, from a range of perspectives

• Students work cooperatively with others or in teams to discuss points of 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• Students analyse critically the ways in which communities in Australia and

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• Students recognise connection between roles, structures, functions

and limits of various political, legal and economic systems over time• Students negotiate and agree on roles, responsibilities and alternative

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• Civic knowledge and understanding: students explain the basic elements

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

• Community engagement: students demonstrate understanding of the roles 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, evaluation and metacognition: students use a broad range of

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

• define and exercise personal and shared rights and responsibilities with local contexts

• As a class, discuss the terms ‘privilege’ and ‘responsibility’. You may like to start with questions such as ‘What would I mean if I said I was giving you responsibility for organising the athletic carnival?’ and ‘Imagine the Principal is giving someone a privilege. Would this mean 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.

• Ask your students to complete the online interactive Citizenship 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.

• Distribute or display Get 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.


• engage with values that are important to Australian democracy

• understand that key civic terms used in Australia (e.g. democracy, citizen, government and parliament) have been inherited from other times and places

• Ask your students to explore the online interactive Making 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.

• When students have completed the activity, distribute or display Get 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.


• explore the influence of cultural diversity… on national identity and community life in Australia and examine how this has changed over time

• promote social cohesion and celebrate diversity by recognising the right of others to be different within the rule of law

• Distribute or display Get 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 valuesActivity 4 asks students to identify values that are important to Australians.


• engage with values that are important to Australian democracy

• The common values held by people living in Australia are an important aspect of our democracy. 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.

• Invite students to explore Australian values further by surveying members of the community. 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:

• parliamentary democracy

• the rule of law

• living peacefully

• respect for all individuals regardless of background

• compassion for those in need

• freedom of speech

• freedom of religion and secular government

• freedom of association

• equality under the law

• equality of men and women

• equality of opportunity

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

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Activity 5 — Celebrating Australian citizenshipThis activity develops students’ citizenship skills by involving them in planning a community event to celebrate and affirm Australian citizenship.


• recognise that citizens can individually and collectively influence decision making

• develop skills to contribute effectively to representative groups in familiar contexts

• investigate the range of ICT and media that citizens can use to communicate viewpoints on civic issues and consider their effectiveness

• In this activity you and your students will plan and implement an event to celebrate Australian 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.

• Collect ideas about the planning of the event using Get 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.

• Having identified who will participate in the celebration (class, school, parents, wider community), 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.

• You may like to inform the media about your event and the importance of citizenship. 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.

• A speech is an integral part of a citizenship celebration. Use Get 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.

• Conduct a citizenship celebration event and enjoy!

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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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Get informedCitizenship PlaceMinka finds herself in Citizenship Place, where she visits different buildings and meets many people. She finds out lots of things about Australian citizenship.

Minka meets a travel agent 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 who you can ask for help. Happy travelling!

Minka sees a policeman at a street protest. This is what he says: Stand back! Move back behind the line! You need to move off the road. You can protest and have your say, but you still need to obey the laws. We all need to do the right thing to keep Australia great!

At a hospital, Minka meets a newborn baby 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!

As Minka walks past a Hindu wedding, the bride’s mother says: At last a wedding for my lovely daughter! Everyone from our street is at the temple. We have many different beliefs but we are celebrating together. This is what makes Australia wonderful. Many religions! Many cultures! Many foods! Come and dance with us!

PRIMARY 1a

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Get informedMinka sees a Commonwealth Government office building where a public servant says:Australia’s public servants are working hard to build a better nation. They are doing many different jobs right across the country. Would you like to join us one day? Australian citizens can apply for these jobs. Got to dash!

At the Post Office, Minka finds an electoral enrolment form. She learns that:When Australian citizens are 18 they need to 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.

Minka sees a ‘Join the Defence Force’ poster and learns that:If you’re an Australian citizen you can join the Australian Defence Forces. You can help other people! Defend Australia! Serve your country!

At a Court House the Judge says: 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 community as a juror. Just obey the laws and try not to come back here accused of a crime!

PRIMARY 1b

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Get informedAs a citizen…AS AN AUSTRALIAN CITIZEN YOU CAN:Vote. If you are 18 years or older you can vote. Have your say and help choose the people who will govern Australia.

Seek election to Parliament. Do you like the idea of being a politician? If you are chosen by the voters, you can become one of the people who make decisions to keep Australia a great place to live.

Apply for an Australian passport. Would you like to see the world? With a valid passport, you can leave Australia and come back to Australia at any time.

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 things do not go to plan! If you have an accident or need help while you are overseas, 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. Everybody living in Australia needs to make sure it is a fair and safe place to live. Make sure you do the right thing!

Enrol and vote. Once you are 18 years old, you must enrol and vote in federal, 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 the evidence in a case before the court and decide the result… guilty or innocent!

Defend Australia. Do your bit! If the need arises, it is expected that you will work to defend Australia and its way of life.

Get the facts!

• Of the people living in Australia 95% are Australian citizens

• Approximately 100,000 people choose to become Australian citizens each year

• People from over 185 countries have chosen to become citizens

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

PRIMARY 2

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Get activeThe 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: _______________________________________________________________________________________


PRIMARY 3

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Get informedMaking a commitmentThe final stage in the process of becoming an Australian citizen is making the Australian Citizenship Pledge at a ceremony. There are two versions of the pledge and people can choose between these. One includes the words ‘under God’. People may also choose to hold a holy book while making the pledge. After they have made the pledge, new citizens are usually presented with a certificate.

Version 1 Version 2

From this time forward, under God,

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.

From this time forward,

I pledge my loyalty to Australia

and its people,




Australian citizens also have the opportunity to affirm their loyalty to Australia by making the Australian citizenship affirmation. People who are not Australian citizens, but consider Australia their home, can join in from the second line. At citizenship ceremonies, everyone is invited to make an affirmation at the end of the ceremony. The affirmation can also be made at other events, including school events. It has no legal standing and no records of participation are kept.

As an Australian citizen,

I affirm my loyalty to Australia and its people,




PRIMARY 4a

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Get informedGet the vocab!Affirm: to affirm means to make a serious commitment.

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: to pledge means to promise or make a commitment.

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, many people choose to include the words ‘under God’ when making their pledge.

Uphold and obey: to uphold and obey laws means to support them and do as they require.

PRIMARY 4b

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Get activeIn my own words…All people choosing to become Australian citizens must make the Australian Citizenship Pledge. Read it carefully and make sure that you understand all the terms that are used.

From this time forward,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. What words would you use and what messages would you include?

After making a pledge new Australians are given a certificate of Australian citizenship. Design the certificate that you think should be given to new Australians.

PRIMARY 5

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Get informedFour Australian stories

Angelo 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 ceremony in 1949. Angelo recalls how good he felt, “Because I became Australian. Best country in the world... felt like I belonged, you know.”

Angelo was born in Spain and when he was 14 his family fled the Spanish Civil War to make a new life in Australia. He remembers being different to his class 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, belief and culture’ in a ‘strong nation which thrives on confidence and opportunity’. Kimberly says that soon after this, on returning from a visit to the United States, ‘I realised home 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.

PRIMARY 6a

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Get informedFour Australian stories

The Abishev familyThe Abishev family are circus performers who came to Australia from Kazakhstan. Serik, Galiya and their adult children, Aliya and Arystan, now work with the Great Siberian Circus in Australia, performing a range of acts including aerial acrobatics, balancing acts, juggling, clowning and tumbling.

‘My father loved Australia as soon as he came here. He loved the people and the weather — everything really,’ Aliya said. The family decided to become citizens, ‘… as we can bring something to this country. It is important to me to say proudly I am Australian. I realise people who live in this country are so lucky — it is the best country in the world.’

Brodie FlemingBrodie Fleming, already an Australian citizen, was a guest at an Australian citizenship ceremony where she was invited to participate in an Australian affirmation ceremony. She chose to make the affirmation after she had listened to the new citizens recite their pledge of loyalty to Australia. ‘I wanted to demonstrate my loyalty to them, and Australia, and make them feel welcome as 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 new citizens. She also remembers, ‘feeling proud that others felt a desire to become a citizen of the country I was born in’.

Get the facts!• Australian citizenship ceremonies are a focus of Australia Day (26 January) and

Australian Citizenship Day (17 September) but are held on any day of the year.• Since the first citizenship ceremony in 1949, over 4 million people have become citizens.• The first Australian citizenship affirmation ceremony was held in 1999 to celebrate

the 50th anniversary of Australian citizenship.

PRIMARY 6b

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Get activeMy 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. Describe how they felt about their decision.

Angelo Muguira

Kimberly Anderson

The Abishev family

Brodie Fleming

Imagine that you are one of these people. Write a blog, email, diary entry or letter about the day that you became a citizen or made an affirmation to Australia. What happened? What emotions did you feel? How do you feel about being Australian?

PRIMARY 7

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Get activeWhat do you value?Your task is to survey people from your community about the values that are important to them. Identify three people, explain your task to them, and if they are happy to participate ask them the following questions and record their response.

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

Name Value 1 Value 2 Value 3

Now reflect on your own beliefs. What do you think is the most important value for Australia and why?

PRIMARY 8

27

Get activeCelebrating 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.

What food should be served on the day?

•

•

•

•

Why did you choose this selection?

A respected Australian citizen needs to lead the affirmation ceremony. Who should this be?

Why would he/she be a good choice?

Who would be an interesting and appropriate guest speaker?

Why?

Activities: What entertainment should be provided for guests?

Complete this table setting out a program for the celebration day. Think about the venue and how much time would be needed for each session.

Time Venue Activity

PRIMARY 9

28

Get activeTell everyone to comeTo make your citizenship celebration a success, you need lots of people to come. How are you going to tell people about the event? Will you use a flyer, a poster or something else? Whatever you use, it needs to look good. There are many tricks used by advertisers to appeal to their audience. You can use them too!

Advertisers often select colours that

relate to the product being marketed.

What colours will you use to relate to

Australian citizenship?

‘Buzz’ words and catchy slogans are an important part of selling a message. Can you think of some to promote your event?

Images and symbols can be used to quickly send a useful message to the reader without them having to read information. What image or symbol could you use?

Advertising needs to make its message clear to the audience. The details for the event must be clear and easy to read. What will you include?

Date:

Time:

Place:

The design is what makes an advertisement

look appealing. What features, including

text, borders, positioning, will you use to

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

PRIMARY 10

29

Get activeMake the news!If you want local radio, television or newspapers to feature a story about your citizenship celebration, you need to send out a press release before the event takes place. This sheet will help you to write a press release that will get the attention of the journalists.

1. You need a catchy headline. What are the key words that will make people want to read your story? Keep the headline short and simple.

_____________________________________________________________________________________________________

2. Write the information using the ‘5 Ws’.

• Who? _________________________________________________________________

_________________________________________________________________

• What? _________________________________________________________________

_________________________________________________________________

• When? _________________________________________________________________

_________________________________________________________________

• Where? ______________________________________________________________

_________________________________________________________________

• Why? _________________________________________________________________

_________________________________________________________________

3. Include a quote e.g. someone saying why Australian citizenship is worth celebrating.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

4. Put a date on the press release.

_____________________________________________________________________________________________________

Write the press release using the information you have put on this sheet. Write the press release in the third person: except in the quote you provide, don’t use words like ‘I’ and ‘we’.

PRIMARY 11

30

Get activeLadies and Gentlemen…Your task is to write a speech that you would like to deliver to the guests at a citizenship celebration event. Use this sheet to plan what you will say in your speech.

Who is your audience? How will

you acknowledge them to begin

your speech?

What are the key ideas or themes relating to Australian citizenship that you would like to discuss?

•

•

•

•

Sometimes people use humour when delivering speeches to engage the audience. How might you do this? You need to begin your speech by telling the audience what you will be discussing. What might you say?

Anecdotes (short stories) can help to

demonstrate a point you want to make.

Can you think of one to include? How will you draw together your ideas and conclude your speech?

Use the ideas you have developed and get to work writing a speech that will capture the interest of your audience! Your speech needs to be clearly structured so that it progresses through your themes before drawing to a conclusion.

PRIMARY 12

31

Related resources• Australian citizenship — www.citizenship.gov.au

• Civics and Citizenship education — www.civicsandcitizenship.edu.au

• Discovering Democracy unit, People Power — www1.curriculum.edu.au/ddunits/index.htm

• Founding Documents — www.foundingdocs.gov.au

• National Australia Day Council — www.australiaday.gov.au

• Our Voices, Phase 3, Rigby 2003

• The Le@rning Federation — www.thelearningfederation.edu.au Civics and Citizenship catalogue of digital curriculum content.

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