I am Australian:
Exploring Australian Citizenship
Lower secondary 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:
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Attorney-General’s Department
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Email: [email protected].
Published by the National Communications Branch of the Department of Immigration and Citizenship
6 Chan Street Belconnen ACT 2617
ISBN 978-1-921446-95-5
I am Australian:
Exploring Australian Citizenship
Lower secondary unit - Teachers resource manual
Contents
About this resource
• Components
• Approach
• Learning outcomes
• Assessment • Curriculum links 3
4
5
5
5
6
Learning sequence
11
Get active and Get informed sheets
15
Related resources
27
4
About this resource
I 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 helpedcreate a peaceful, prosperous and inclusive society.
This resource helps you to explore Australian citizenship and relate it to your students’ lives. It
is developed on the premise that students should be encouraged to investigate 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 lower secondary 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.
5
Components
Learning sequence
The learning sequence provided in this Teacher Resource Manual has four learning activities.
The purpose of each activity and its relevance to the Statements of Learning for Civics and
Citizenship (Year 7) 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 sheets
The 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 interactives
These 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 the Australian Voices interactive, characters representative of different times in Australia’s
history introduce students to issues relating to citizenship. The interactive includes animated
characters and written and spoken text.
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.
6
Approach
The 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 outcomes
Students will be able to:
• recognise changing notions of citizenship in Australia over time
• demonstrate an understanding of the meaning and significance of the Australian
Citizenship Pledge and Australian citizenship affirmation
• identify the responsibilities and privileges of Australian citizenship and the implications of
these for everyday life
• appreciate the democratic beliefs which are important in contemporary Australia
• appreciate the contribution made by individuals, from diverse cultural backgrounds, to
maintaining Australia’s free and democratic society
• demonstrate active citizenship by raising community awareness of the capacity of all
Australians to contribute to the maintenance of a productive, stable and peaceful nation
Assessment
Throughout the learning sequence, learning experiences that may be useful as assessment
tasks are identified with this leaf icon.
7
Curriculum links
Commonwealth
National Statements of Learning for Civics and Citizenship — Year 7
Activity
Government and law
• reflect on the ways in which changing values can influence the law
1
2
3
4
•
Citizenship in a democracy
• define and exercise rights and responsibilities associated with being a citizen
in Australia
• identify values that support social cohesion and consider ways in which
this can be undermined or strengthened by individual and collective action
• participate in a campaign to raise awareness about a significant issue
• investigate ways in which the media and ICT are used to influence
citizens’ views
Historical perspectives
• investigate the key events and ideas in the development of Australian
self-government and democracy
• examine values reflected in national celebrations and commemorations,
what these represent to diverse people and groups, and how these have
changed over time
•
•
•
•
•
•
•
•
•
Australian Capital Territory
Essential Learning Achievements (ELAs)
Activity
8
1
2
3
4
ELA 1
• uses a range of strategies to think and learn
•
•
•
•
ELA 6
• uses Information and Communication Technologies effectively
•
•
ELA 21
• understands about Australia and Australians
•
•
ELA 22
• understands and values what it means to be a citizen within a democracy
•
•
•
•
New South Wales
Human Society and Its Environment — Stage 4
Activity
1
History
• Investigating History: students identify major periods of historical time
and sequence people and events within specific periods of time
•
Aboriginal Studies
• Understanding of Aboriginal peoples’ ongoing contribution to, and
interaction with, the wider Australian society
•
2
3
4
2
3
4
Northern Territory
Studies of Society and Environment — Band 4
Activity
Soc 4.1 Time, Continuity and Change
• analyse significant ideas, people and movements that have shaped societies
Soc 4.2 Indigenous Studies
• analyse their own cultural practices in comparison to the histories and
current experiences of all Indigenous groups and actively contribute
towards reconciliation
Soc 4.3 Civics, Governance and Social Justice
• explain the roles rights and responsibilities of citizens on the existing
structure of Australia’s political and legal systems, and their formation;
evaluate how these structures protect the rights of individuals and societies
Soc 4.4 Values, Beliefs and Cultural Diversity
• research and describe the diverse interpretations and reactions of
individuals/groups to the impact of major events in Australia and
how this cultural diversity contributes to the identity of a society
1
•
•
•
•
•
•
•
•
9
Queensland
Studies of Society and Environment — Essential Learnings Year 9
Activity
Ways of working
• research and analyse data, information and evidence from primary
and secondary sources
• communicate descriptions, decisions and conclusions, using text
types specific to the context and purpose and the conventions of
research-based texts
• apply strategies for making group decisions and for taking informed
social and environmental action
• reflect on different perspectives, and recognise and evaluate the influence
of values and beliefs in relation to social justice, the democratic process,
sustainability and peace
• reflect on learning, apply new understandings and justify future applications
Knowledge and understanding
Political and economic systems
• Australia’s government systems are based on liberal democratic principles,
including the “common good” and parliamentary elections
Time, continuity and change
• Australian narratives and identities have been shaped by 20th century events
including major conflicts, waves of immigration, social divisions and changes,
and government relations with other nations
• Important ideas of democracy, government and law, citizenship rights and
public decision making, and the concepts of power, dissent and civic duty,
developed from ancient to modern times and from Eastern and Western
cultures
Culture and identity
• Cultural diversity in Australia is influenced by public opinion, media
portrayals, government policies and the impacts of globalisation
• Contact between cultures has produced movements to improve
democratic participation and citizenship rights for specific groups
10
1
2
3
•
•
•
4
•
•
•
•
•
•
•
•
•
•
•
•
•
•
South Australia
Standards and Accountability Framework — Standard 4
Activity
Society and Environment
Time, continuity and change
• 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
1
2
3
•
•
•
Societies and cultures
• Students analyse situations and act responsibly to enhance the democratic
and human rights of individuals and groups, and to counter prejudice,
racism, harassment or oppression
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
4
•
•
•
•
•
1
2
3
Identity, relationships and culture
Undertake philosophical inquiries into issues and beliefs in society
•
•
Democratic values and processes
Understand democratic values and processes in society, government and law
•
•
Tasmania
Society and History — Standard 4
Activity
Interactions between systems
Understand social, economic and political systems and the connections
between them
4
•
Responsible citizenship
Understand how individuals and groups take action to positively influence change
Historical inquiry
Undertake historical inquiries in relation to continuity and change in society
•
Communication
Acquire, critically examine and communicate information
•
•
•
•
•
•
11
Victoria
Essential Learning Standards — Level 5
Activity
Civics and Citizenship
• Civic knowledge and understanding: students explain the origins
and features of representative government. They identify significant
developments in the governance and achievement of political rights
in Australia.
• Community engagement: students use democratic processes when
working in groups on class and community projects. They participate in
school and community events and participate in activities to contribute
to environmental sustainability or action on other community issues.
The Humanities — History
• Historical knowledge and understanding: students analyse change and
continuity over time and compare key aspects of past and present societies;
for example, aspects of daily life, social and political ideas and structures,
and cultural values and beliefs. They demonstrate understanding of key
concepts such as democracy, governance, the rule of law, justice, religion,
liberty, authority, leadership, culture and feudalism.
Thinking processes
• Reasoning, processing and inquiry: when identifying and synthesising
relevant information, students use a range of appropriate strategies of
reasoning and analysis to evaluate evidence and consider their own
and others’ points of view.
1
2
•
•
•
3
4
•
•
•
•
•
•
•
•
•
1
2
3
4
•
•
Western Australia
Society and Environment — Years 8 and 9
Activity
Culture
Students 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
Investigation, Communication and Participation
Students investigate the ways people interact with each other and with
their environments in order to make informed decisions and implement
relevant social action
•
Natural and Social Systems
Students understand that systems provide order to the dynamic natural
and social relationships occurring in the world
•
Time, Continuity and Change
Students understand that people’s actions and values are shaped by
their understanding and interpretation of the past
•
12
•
•
•
Learning sequence
Activity 1 — Perspectives on citizenship
This activity introduces students to the concept of Australian citizenship and
places it in an historical context.
Statements of Learning for Civics and Citizenship
• reflect on ways in which changing values can influence the law
• investigate key events and ideas in the development of Australian self-government
and democracy
• examine values reflected in national celebrations and commemorations, what these
represent to diverse people and groups, and how these have changed over time
• As a class, develop five different sentences that use the word ‘citizen’. Ensure that the
examples your students contribute include the different notions of citizenship e.g. citizen
as a legal status and citizen as an active contributor to the community. Discuss the
advantages and disadvantages of narrow and broad definitions. Using the sentences as a
source, lead a discussion on the meaning of ‘citizen’, including its origin in ancient Greece.
• Ask your students to complete the online interactive Australian Voices 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 allows students to listen to voices from
the past reflecting on their experience of citizenship in Australia. As a class, discuss how
Australian citizenship has changed over time.
• Invite your students to select one character from the Australian Voices interactive and write
a creative response from that person’s perspective. This could reflect a day in the life of
the character or explore the character’s feelings about Australia.
• Distribute or display Get active 2. It provides students with a timeline of events relating
to Australian citizenship. Students use this, and information from the Australian Voices
interactive, to write responses to the questions provided. Ensure students are familiar with
the following terms before they complete the activity.
naturalise: to give someone from another country the same rights as an Australian citizen
constitution: the document that sets out the way Australia is to be governed
British subject: someone under the rule of the British government
national census: the official record of the population, with details of age, gender,
occupation etc.
13
Activity 2 — Understanding Australian citizenship
Activity 2 explores the formal privileges, responsibilities and democratic
beliefs associated with Australian citizenship.
Statements of Learning for Civics and Citizenship
• define and exercise rights and responsibilities associated with being a citizen in Australia
• identify values that support social cohesion and consider the ways in which this can be
undermined or strengthened by individual and collective action
• Ask your class to list any privileges and responsibilities of Australian citizenship of which
they are aware. Distribute or display Get informed 3 which introduces students to the
privileges and responsibilities of Australian citizenship. Distribute or display Get active 4.
In this activity students work in groups to complete a ‘jigsaw’ research task on each of the
privileges and responsibilities of Australian citizenship. Students present their work in the
form of a visual display.
• 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 that new citizens must make, and the Australian citizenship
affirmation that all Australians can make. (A hardcopy version of this activity is available on
Get informed 5.) The interactive allows users to become familiar with these statements
and understand the meanings of key terms.
• Invite a member of your community who has taken the Australian Citizenship Pledge
or Australian citizenship affirmation to come and talk about their experience with your
students.
• The pledge and affirmation refer to ‘democratic beliefs’. Ask students to brainstorm and
list what they believe these to be. Distribute or display Get informed 6 that presents the
list of Australian democratic beliefs that are identified in the Australian citizenship test
resource book. Compare and contrast this list with your class list.
• Distribute or display Get active 7 where students rank the importance of each listed
democratic belief and justify their decisions.
14
Activity 3 — Citizenship in action
In this activity students explore how citizens can contribute effectively to
maintaining a productive, stable and peaceful nation.
Statements of Learning for Civics and Citizenship
• identify values that support social cohesion and consider the ways in which this can be
undermined or strengthened by individual and collective action
• participate in a campaign to raise awareness about a significant issue
• investigate ways in which the media and ICT are used to influence citizens’ views
• Get informed 8 presents case studies of people who have made a difference to the
Australian community. Each of these people was a finalist in the Local Hero category of
the Australian of the Year Awards. Distribute or display these sheets for your students,
and ask them to complete Get active 9. (Alternatively students may like to select their own
Local Hero finalists by visiting www.citizenship.gov.au and following the link to events.) This
writing activity asks students to identify the values exemplified by the Local Hero finalists
and to reflect on the attributes of a hero. When students have completed Get active 9, you
may like to discuss the term ‘hero’ with your students and define what it takes to be a
hero.
• Having recognised that heroes can be found in all communities, your students now become
active citizens and research the stories of people who make contributions within your
community. Explain to your students that they will be creating a publication for your local
community that celebrates active citizenship. As a class, discuss the target audience, and
decide on the most effective medium for communicating with this audience e.g. website,
blog, newspaper, video, booklet. Decide on a name for the publication.
• Ask students, working individually or in pairs, to identify a person who has made a
significant contribution to your local community. After completing Get active 10, where
students explore aspects of an effective media article, students research and create their
contribution to the class publication.
• When the contributions have been collated into a class publication, discuss with your
students how best to distribute it to the target audience. You may like to consider a launch
of the publication to generate interest in the community.
15
Activity 4 — My Australia
This concluding activity encourages students to reflect on the learning in this
unit, relate citizenship to their own lives and look to Australia’s future.
Statements of Learning for Civics and Citizenship
• define and exercise rights and responsibilities associated with being a citizen in Australia
• identify values that support social cohesion and consider the ways in which this can be
undermined or strengthened by individual and collective action
• Ask students to reflect on the role that their generation will take in Australia’s development
as a nation. Each student should list five changes, large or small, that they would like to
happen in Australia within the next 25 years.
• As a class, discuss how students can help bring about these changes. Students should
then develop a personal action plan indicating what steps they will take to achieve change
in their community.
• Lastly, students should imagine that it is 25 years from now, and write a diary entry or blog
where they reflect on ‘their’ Australia.
16
Get informed
SECONDARY
Australian Voices
1a
The characters below provide perspectives on Australian citizenship
from different times in Australia’s history.
Today is a great day!
The six Australian colonies
have come together to form
one nation. Federation provides
the opportunity for us to make
laws for the whole nation in
our new Federal Parliament.
I am proud to call myself
an Australian.
I am very excited about my
impending visit to the mother
country. All my life I have lived
in this vast dry land and am yet
to see for myself the gracious
parklands of England. I so hope
that I can catch a glimpse of the
King when I visit Buckingham
Palace.
After Federation in 1901, the
people living in the six Australian
colonies united under one government.
Australian shores could now be
protected with one set of laws and
one defence force. The celebrations
around Federation brought people together and
helped create a uniquely Australian identity.
Until 1949, Australians
were considered to be British
subjects and travelled using a British passport.
The status of Australian citizen did not come
into being until the Nationality and Citizenship
Act 1948 came into effect. Prior to this time
many Australians identified closely with Britain.
I come from Poland and work with
people from Yugoslavia, Greece
and Germany, but we are all
Australians now. Here in the
Snowy Mountains in 1955 we are
working together to provide power
to build a better Australia. The
work is hard but we are all ‘mates’.
Australian citizenship was introduced
in 1949. The years following the
Second World War saw a huge
increase in the number of people migrating to
Australia. Thousands of Europeans fled from
their war-ravaged countries and Australia
welcomed them, as it needed more workers.
This influx marked a significant change in
the size and composition of the Australian
population. Many of these people became
Australian citizens.
My people have always lived
on this land, but now I live on
a mission. I cannot do all the
things a white man can and
I do not have a say in the
way the country is run.
I hope one day this will
change.
Aboriginal and Torres
Strait Islander people have
not always had the same rights
as non-Indigenous citizens. Not all Indigenous
Australians had the right to vote until 1965.
When the Constitution was changed in 1967,
Aboriginal and Torres Strait Islander people
gained rights equal to other Australians.
In 2008 the Australian Prime Minister made
a speech in parliament saying sorry for the
way Indigenous people had been treated
in the past.
17
Get informed
Today is a great day for women!
It has been decided that men and
women should get equal pay for
equal work. This means that from
now on I will be paid the same as
the man who sits next to me at
work doing what I do. Groovy!
While females have had the same
citizenship status as men since
1902, their rights as citizens have
not always been the same as those
of men. In many situations women
had to resign from jobs when
they married and/or became
pregnant, and they were paid lower wages than
men. The 1969 Federal Equal Pay Case was a
significant step towards equality for Australian
citizens regardless of their gender.
Of all the lotteries to win,
I had to win this one! I am
off to do two year’s National
Service because my birth
date was pulled out of a
barrel. I am 20, and I will
probably end up fighting a
war in Vietnam. But I will be
proud to serve my country.
Australian citizens are required
to defend their country in
times of need. During
the Vietnam War, the
Australian government
introduced legislation requiring 20 year old
males to register for possible selection for
training and service in the defence forces.
Many of the conscripts, selected by a ballot
process, served in Vietnam. Conscription lasted
from 1964 to 1972. The need for compulsory
military service has been debated several
times during Australia’s history.
18
SECONDARY
1b
I am just so happy that Australia
has welcomed me, a refugee,
as a citizen. My country of birth
is no longer a safe place for me
and my family to live. I fled from
fighting and danger and now I
have found safety and peace.
Australia has given me the
opportunity to find a job and get
an education. It is my future.
In the 1970s, Australia moved towards a policy
of multiculturalism. People from any country
could apply to live in Australia. Since this time,
the selection process has favoured applicants
bringing business or skills to Australia, those
joining family members, and those with a
humanitarian need to settle in a new country.
I have always been a proud
Australian but today I was able
to declare this to the world.
My friend invited me to the
ceremony at the local park
where he became a citizen.
At the end of the celebration
we Aussies got to affirm our
citizenship. It really made me
think about what it means to
be an Australian citizen.
When immigrants choose to
become Australian citizens, the
process requires them to make the Australian
Citizenship Pledge at an official ceremony.
These ceremonies are a focus of Australia Day
and Australian Citizenship Day, but are held
on any day of the year. Since 1999, people who
are already Australian citizens have also been
given the opportunity to affirm their loyalty to
Australia and its people at these events.
Get active
SECONDARY
Timeline of Australian citizenship
2
1788 From the time that the First Fleet arrived, any person
born or naturalised in Australia was a British subject.
1901 At the time of Federation, there was no definition of ‘citizenship’ in the new Commonwealth
Constitution because the people who drafted the constitution could not agree on one.
1949 Australian citizenship came into effect on 26 January 1949.
Those people born in Australia, and those who became naturalised,
now had the status of Australian citizens and British subjects.
1954 The design for the Australian flag was adopted as the national
flag. Although this design had been selected in 1901, the British
Union Jack had been used as the official flag until this time.
1967 The 1967 Referendum gave the federal government power to make laws relating
to Indigenous Australians, and allowed them to be included in the national census.
1973 The term ‘naturalisation ceremony’ was replaced by the term ‘citizenship ceremony’.
1984 Advance Australia Fair was declared the national anthem of Australia. Until
this time, Australia had used the British national anthem, God Save the Queen.
1987 A change to the law meant that Australian citizens were no longer also British subjects.
1988 The golden wattle was declared the national floral emblem of Australia.
1999 Australian citizenship affirmation ceremonies were introduced.
2001 Australian Citizenship Day (17 September) was introduced.
2009 Citizenship Place opened in Canberra to celebrate 60 years of Australian citizenship.
Use this timeline to answer the following questions:
1. How has citizenship impacted on Aboriginal and Torres Strait Islanders over time?
2. How have citizenship laws and practices in Australia reflected our British heritage?
3. In what ways has an Australian identity been recognised and celebrated since Federation?
19
Get informed
SECONDARY
Responsibilities and privileges of Australian citizens
privilege
privilege
Register children born overseas
as Australian citizens. If you have a
child while you are living overseas,
your child can be registered as an
Australian citizen by descent.
Vote. Once you are 18, you can vote
and choose who you’d like to make
the laws and govern the community.
You can vote for whoever you want
to: your vote is secret.
privilege
privilege
Apply for an Australian passport.
With an Australian passport, you
can travel overseas and return
to Australia at any time without
seeking permission.
privilege
Seek election to Parliament. Once
you are 18, you can have a go at
being a politician. If you are chosen
by the voters, you will be one of
the people deciding how to keep
Australia a safe and fair place to live.
RESPONSIBILITY
Obey the laws. By obeying Australia’s
laws, we all contribute to keeping
Australia a safe and fair community.
Seek assistance from Australian diplomatic
representatives while overseas. If you lose
your passport or run into trouble while you are
in another country, you can ask for help from
the Australian diplomatic missions overseas.
privilege
Work opportunities in the Australian
Defence Force and the Australian Public
Service. You have the opportunity to work in
the defence forces or the Australian Public
Service, where most jobs can only be held
by people who are Australian citizens.
RESPONSIBILITY
Enrol and vote. You need to register to vote
once you are 18. It’s compulsory for you to vote
in local, state/territory and federal elections.
RESPONSIBILITY
Defend Australia should the need arise. As an
Australian citizen you do not have to serve in the
Australian Defence Force, but it is expected that
you will work with others to defend Australia and
its way of life if the need arises.
Get the facts!
1. On average, an Australian passport
is issued every 27.5 seconds
2. Over 4 million people have become
citizens since Australian citizenship
was introduced in 1949
3. 95 per cent of Australia’s population
are Australian citizens
20
3
RESPONSIBILITY
Serve on a jury. You may be called
on to be a member of a jury where you
listen to the evidence in a case before
the court and decide whether the
accused person is innocent or guilty.
Get connected!
Elections: www.aec.gov.au
Defence: www.defencejobs.gov.au
Foreign affairs: www.dfat.gov.au
Immigration: www.immi.gov.au
Passports: www.passports.gov.au
Public service: www.apsjobs.gov.au
Get active
SECONDARY
Piecing it together
4
Use the questions on the pieces of the jigsaw to get you started researching
the responsibilities and privileges of Australian citizenship. Once you have gathered
information about each privilege and responsibility piece it together as a visual display.
Enrol and vote
Register children born
overseas as Australian citizens
• How do you enrol to vote?
• Do both parents need to be
Australian to register their child
as a citizen?
• Who can and cannot enrol to vote?
• When do you vote?
• Where do you vote?
Seek election
to Parliament
• How do you become
a candidate in an
election?
• Do you have to be a
member of a political
party?
• What parliaments can
citizens be elected to?
• Who do members of
parliament represent?
• Who do people overseas contact
to register their child?
• Are all children born in Australia
automatically citizens?
Obey the laws
• Where are
laws created?
• Who decides
if people have
broken the law?
• Do people living
in Australia who
are not citizens
have to obey the
laws?
Seek assistance from Australian
diplomatic representatives while overseas
• What is an embassy? What is a diplomat?
• What can they do to help Australians
travelling or living overseas?
• How many embassies does
Australia have around the world?
• What do you do if you need help in a country
that does not have an Australian embassy?
Apply for an Australian passport
and enter Australia freely
• How do you apply for a passport?
• Do children travelling overseas
need a passport?
• What is a visa and when do
Australian citizens need them?
Work opportunities in the Australian Defence
Force and the Australian Public Service
• What are the three services of
the Australian Defence Force?
• Who can apply to join?
• Most Australian public servants work for a
government department. What are some of
the Australian Public Service Departments?
• How do you apply for jobs in
the Australian Public Service?
Serve on a jury
Defend Australia should the need arise
• How are people
selected for jury duty?
• Is military service always voluntary
in Australia?
• How many people serve on
a jury in your state/territory?
• In what ways does the Defence Force
defend Australia?
• What kind of court cases
use juries?
• Other than joining the Australian
Defence Force, how can people help
defend Australia and its way of life?
• Why are juries used?
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Get informed
SECONDARY
Making a commitment
5
The 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,
whose democratic beliefs I share,
whose rights and liberties I respect, and
whose laws I will uphold and obey.
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,
whose democratic beliefs I share,
whose rights and liberties I respect, and
whose laws I will uphold and obey.
Get 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.
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Get informed
Australia’s democratic beliefs
SECONDARY
6
Parliamentary democracy — Parliamentary democracy means that Australian
citizens have a say, by voting, in how they want the country to be run. Australian citizens
have a responsibility to respect the laws made by the government.
The rule of law — The laws protect all Australians and no one is ‘above the law’, not even
the Prime Minister or the police.
Living peacefully — Instead of using violence, Australians are proud to interact peacefully
to resolve disagreements or to bring about change.
Respect for all individuals regardless of background — People should be treated equally
and with respect. Everyone has the right to freedom of choice, as long as they obey the
laws and do not harm others. In return each individual must respect how other people
choose to live their lives.
Compassion for those in need — Australia is proud to be a compassionate society and the
government promotes this idea by providing support for individuals going through hard
times. Many people also choose to help others through voluntary community work.
Freedom of speech — Australians can say what they believe on any issue, including laws
and the actions of the government. However people cannot write or say things that harm
others, limit the freedom of speech of others or damage someone’s good name. The
media in Australia also have the same freedoms and restrictions.
Freedom of religion and secular government — Australians are free to follow the religion
of their choice, or not to follow one at all, as long as they do not break any laws. The
Australian government will not promote any particular religious view in the laws it makes.
Freedom of association — As long as they obey Australian laws, people can get together
or peacefully protest, to promote ideas they care about. Australians are free to choose
whether or not they join any group.
Equality under the law — Under the law all Australians are equal. This means when
people go to court they must be treated exactly the same no matter who they are. This
also applies to everyday life, for example no one can be refused service at a shop because
of their race, age, gender or any other characteristic.
Equality of men and women — In Australia men and women have equal rights. For
example, in the workforce men and women are employed under the same conditions and
treated equally.
Equality of opportunity — All Australians are entitled to the same opportunities; this is also
referred to as a ‘fair go’. It means that no matter who you are, where you are born, what
gender you are or what you believe, you can pursue your dreams in the ways you want.
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Get active
SECONDARY
What’s important for you?
Rank these beliefs to show which ones you think are most important.
Justify your response.
Democratic belief
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 association
Freedom of religion and
secular government
Equality under the law
Equality of men and women
Equality of opportunity
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Ranking Justify your ranking
7
Get informed
Local Hero case studies
SECONDARY
8a
Dr Jamal Rifi — Muslim community leader
In 1984, Dr Jamal Rifi arrived in Australia from Lebanon. Despite
facing challenges with the English language, he successfully
completed his university studies and qualified as a doctor. Dr Rifi’s
generous nature, and desire to give back to this country, led him to
become involved in serving the community — particularly in the areas
of youth, family and community development.
As the President of the Lakemba Sports Club in Sydney, he has used sport to build bridges
between communities and channel young people’s physical energies into positive activities.
Dr Rifi trained the first group of youth from south-western Sydney to become volunteer pool
guards, and started a program, called On the Same Wave, to recruit and train Muslim youth
as lifesavers at the Cronulla beaches. He also encourages young people to join the State
Emergency Service, and in every way helps them to take positive career paths.
Dr Rifi was a founding member of the group Muslim Doctors Against Violence, and also
of the Christian Muslim Friendship Society. He is a former member of the NSW Medical
Advisory Board and a community representative for the Youth Partnership with Arabic
Speaking Communities. Dr Rifi’s efforts to build harmony between the Muslim and
non-Muslim communities have been recognised with a Human Rights Medal.
Graeme Drew — Sea rescuer and educator
Graeme Drew is committed to ensuring his community’s safety while
enjoying his beloved ocean. Graeme is a professional fisherman who
lives in the small town of Bremer Bay in Western Australia. He helped
to establish both the Bremer Bay SES (State Emergency Service) and
Bremer Bay Sea Rescue.
Graeme Drew has demonstrated real leadership in his drive to
improve ocean safety. Graeme and his boat have always been available
in times of need. He has searched for lost or disabled boats, and
retrieved the bodies of those drowned while fishing, donating his
time and equipment long after official searches have been called off.
Graeme has campaigned for numerous causes. One example is that there was no
safe anchorage for boats between Esperance and Albany, a distance of 600 kilometres.
Graeme lobbied the government and the local shire council to build a wharf at Bremer
Bay, thus providing safe mooring for boats.
In 2003, Graeme’s nephew died tragically after falling into a dangerous rip that carried
him out to sea. In response, Graeme established a trust in his nephew’s memory to
increase sea safety for the Bremer Bay community. The trust provides maritime safety
equipment, in the form of self-inflating buoyancy vests, which are hired out from bait
shops. It promotes ocean safety to fishermen and school students, and has also installed
warning signs on dangerous sections of coast.
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Get informed
Local Hero case studies
SECONDARY
8b
Beverley Langley — Wildlife rescuer
Beverley Langley runs the Minton Farm Native Animal and Bird Refuge
on her property in South Australia. The refuge is a voluntary animal
rescue service. With the help of other volunteers, she has rescued
and rehabilitated more than 6000 injured and orphaned animals.
Minton Farm does not receive any government funding. Beverley
relies on donations and the goodwill of others to carry out her work.
More than 120 volunteers assist her with feeding animals, building
enclosures and collecting or donating food. Her residents include
everything from horses, cows and kangaroos to geese, sugar gliders
and kookaburras. When animals are not able to be released, due
to injuries that would prevent them from fending for themselves,
they are kept at the farm and used to educate the community.
Many school groups visit the farm and Beverley takes every opportunity possible to teach
both children and adults about wildlife. This helps to promote respect and understanding
towards all animals.
Beverley regularly responds to calls for help from the public and organisations like
the RSPCA. She is always there when a major environmental disaster occurs, providing
assistance for native animals and birds. Beverley has selflessly invested all her spare
time into responding to the plight of our wildlife.
Shanaka Fernando — Social challenger
Shanaka Fernando, who runs four restaurants in Melbourne,
is not only interested in good food and good service. Shanaka, who
was born in Sri Lanka, has a real commitment to the community.
Shanaka Fernando established the ‘Lentil as Anything’ concept:
his restaurants do not have prices on the menu. Instead, customers
are asked to pay what they can afford or what they think the meal
was worth. Shanaka believes that this is a social experiment that
encourages people to think carefully about their own values and ethics.
The policy of ‘no set prices’ has set an interesting challenge to society. It is an example
of how a commercial business can be financially successful and popular with the public
while being operated on a socially responsible basis where the main priority is not profit.
Shanaka turned his first restaurant into a cooperative and youth training enterprise. Since
then, the business has grown into four restaurants employing about 80 young people.
The restaurants also provide space for artists and writers. Such a philosophy is a direct
challenge to the traditional focus on profits that exists in our society. ‘Lentil as Anything’ is
a not-for-profit business that celebrates compassion, individuality and artistic expression.
And on top of that, the food is terrific.
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Get active
SECONDARY
Finding heroes
9
Read the four case studies of local heroes presented on Get informed 8.
What values did each of these people demonstrate through their contribution
to the community? Write your responses in the boxes below.
Dr Jamal Rifi
Beverley Langley
Graeme Drew
Shanaka Fernando
Each of these active citizens was a finalist in the Local Hero category of the Australian of
the Year Awards. Who are the people you consider to be heroes? What are the personal
qualities that you think make someone a hero?
27
Get active
Making an impact
SECONDARY
10
Use the cues below to help you to create an article that will get the attention
of people in your community. Before you start to write the article, think about all of
the things you can do to make it effective. Record your ideas in the right hand column.
A catchy title
This needs to get people’s attention.
By-line
Tell your readers who has written
this article.
Introduction
Provide readers with a ‘taste’ of what they
will read about in the article. Keep it short.
Subheadings
Use these to organise the information and
guide the reader to different sections e.g.
Joe Jones/Joe’s contribution/Joe’s impact.
Visual appeal
What photos, drawings or lists will you
use to make the article more interesting?
Fonts and colours
What font will you use? Will it be different
sizes for headings, subheadings, the
introduction and the main part of the
text? Will you use different colours?
Layout
How will you set the text on the page?
For example, you could use columns, put
some sections in text boxes, or use shading.
Using quotes
It’s good to include quotes from or about
the person you have selected. Put the
quotes in inverted commas.
Language
Do you want to use a personal style or
be more formal? Will you use questions
to engage the reader?
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Related resources
Ausflag — www.ausflag.com.au
Australian Citizenship — www.citizenship.gov.au
Civics and Citizenship education — www.civicsandcitizenship.edu.au
Discovering Democracy lower secondary unit, Democratic Struggles —
www1.curriculum.edu.au/ddunits/index.htm
Exploring citizenship, Australian Archives, 1997
Founding Documents — www.foundingdocs.gov.au
National Australia Day Council — www.australiaday.gov.au
The Le@rning Federation — www.thelearningfederation.edu.au. Civics and Citizenship catalogue
of digital curriculum content.
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