I am Australian:
Exploring Australian Citizenship
Upper primary unit - Teachers resource manual
© Commonwealth of Australia 2009
This work is copyright. You may download, display, print and reproduce this material in unaltered form only
(retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from
any use as permitted under the Copyright Act 1968, all other rights are reserved.
Requests for further authorisation should be directed to the:
Commonwealth Copyright Administration,
Copyright Law Branch,
Attorney-General’s Department
Robert Garran Offices
National Circuit
Barton ACT 2600
Fax: 02 6250 5989
Email: commonwealth.copyright@ag.gov.au.
Published by the National Communications Branch of the Department of Immigration and Citizenship
6 Chan Street Belconnen ACT 2617
ISBN 978-1-921446-94-8
I am Australian:
Exploring Australian Citizenship
Upper primary 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
17
Related resources
32
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 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.
5
Components
Learning sequence
The 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 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 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.
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:
• 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 leaf icon.
7
Curriculum links
Commonwealth
National Statements of Learning for Civics and Citizenship — Year 5
Activity
1
Government and law
• engage with values that are important to Australian democracy
2
3
•
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
4
5
•
•
•
•
•
•
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
•
•
Australian Capital Territory
Essential Learning Achievements (ELAs)
Activity
ELA 1
• uses a range of strategies to think and learn
1
2
3
4
5
•
•
•
•
•
•
•
•
•
ELA 2
• understands and applies the inquiry process
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
8
•
•
•
•
•
•
New South Wales
Human Society and Its Environment — Stage 3
Activity
1
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
2
4
5
•
•
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
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
3
•
•
•
•
•
•
Northern Territory
Studies of Society and Environment — Band 3
Activity
1
2
Soc 3.1 Time, Continuity and Change
• investigate the past and how events have impacted on individuals and groups
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
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
3
4
5
•
•
•
•
•
•
•
•
9
Queensland
Studies of Society and Environment — Essential Learnings Year 7
Activity
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
Knowledge and understanding
Political 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
10
1
2
•
3
4
•
5
•
•
•
•
•
•
•
•
•
•
•
•
South Australia
Standards and Accountability Framework — Standard 3
Activity
Society and Environment
Time, 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
1
2
3
4
5
•
•
•
•
•
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
•
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
•
•
•
•
Tasmania
Society and History — Standard 3
Activity
1
2
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
3
4
•
•
•
•
Responsible citizenship
Understand how individuals and groups take action to positively influence change
Communication
Acquire, critically examine and communicate information
5
•
•
•
•
•
•
11
Victoria
Essential Learning Standards — Level 4
Activity
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
Thinking processes
• Reflection, evaluation and metacognition: students use a broad range of
thinking processes and tools, and reflect on and evaluate their effectiveness
1
2
3
4
5
•
•
•
•
•
•
•
•
•
•
Western Australia
Society and Environment — Years 6 and 7
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
1
2
•
•
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
3
4
5
•
•
•
•
•
•
•
•
Learning sequence
Activity 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.
13
Activity 2 — Making a commitment
This activity familiarises students with the Australian Citizenship Pledge and
the Australian citizenship affirmation.
Statements of Learning for Civics and Citizenship
• 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.
Statements of Learning for Civics and Citizenship
• 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.
14
Activity 4 — Our shared values
Activity 4 asks students to identify values that are important
to Australians.
Statements of Learning for Civics and Citizenship
• 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
15
Activity 5 — Celebrating Australian citizenship
This activity develops students’ citizenship skills by involving them in planning
a community event to celebrate and affirm Australian citizenship.
Statements of Learning for Civics and 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!
16
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 ceremonies
Unlike 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.
17
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 ceremony
An 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
18
Get informed
Citizenship Place
PRIMARY
1a
Minka 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!
19
Get informed
PRIMARY
1b
Minka 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!
20
Get informed
PRIMARY
As a citizen…
2
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
21
Get active
PRIMARY
The good, the bad and the interesting
3
Use 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: ____________________________________________________________________________________________________
Plus
Minus
Interesting
Now select a responsibility to explore.
Responsibility: ________________________________________________________________________________________
Plus
22
Minus
Interesting
Get informed
PRIMARY
Making a commitment
4a
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,
From this time forward,
I pledge my loyalty to Australia
I pledge my loyalty to Australia
and its people,
and its people,
whose democratic beliefs I share,
whose democratic beliefs I share,
whose rights and liberties I respect, and
whose rights and liberties I respect, and
whose laws I will uphold and obey.
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.
23
Get informed
PRIMARY
Get the vocab!
Affirm: to affirm means to make a serious commitment.
4b
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.
24
Get active
PRIMARY
In my own words…
5
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
whose laws I will uphold and obey.
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.
25
Get informed
PRIMARY
Four Australian stories
6a
Angelo Muguira
Angelo 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.
26
Get informed
PRIMARY
Four Australian stories
6b
The Abishev family
The 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 Fleming
Brodie 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.
27
Get active
PRIMARY
My home Australia
7
Using 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?
28
Get active
PRIMARY
What do you value?
8
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?
29
Get active
PRIMARY
Celebrating Australian citizenship day program!!!
9
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.
served on
d should be
What foo
the day?
•
•
A respected Australian citizen needs
to lead the affirmation ceremony.
Who should this be?
Why would he/she be a good choice?
•
•
?
is selection
choose th
Why did you
Who would be an interesting and
appropriate guest speaker?
Activiti
es:
What e
ntertai
nment
provide
should
d for g
be
uests?
Why?
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
30
Venue
Activity
Get active
PRIMARY
Tell everyone to come
10
To 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!
at
ct colours th
le
e
s
n
e
ft
o
ted.
Advertisers
eing marke
b
t
c
u
d
o
r
p
e
to
relate to th
se to relate
u
u
o
y
l
il
w
rs
What colou
citizenship?
Australian
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?
‘Buzz’ words and catchy slogans are an
important part of selling a message. Can
you think of some to promote your event?
Advertising needs
to make its messa
ge
clear to the audi
ence. The details
fo
r the
event must be cl
ear and easy to re
ad.
What will you incl
ude?
Date:
Time:
Place:
ertisement
The design is what makes an adv
luding
look appealing. What features, inc
use to
text, borders, positioning, will you
grab attention?
Now create an advertisement
that is sure to win over your
audience!
31
Get active
PRIMARY
Make the news!
11
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’.
32
Get active
PRIMARY
Ladies and Gentlemen…
12
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.
ence? How will
Who is your audi
them to begin
you acknowledge
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?
) can help to
s
ie
r
to
s
t
r
o
(sh
.
Anecdotes
ant to make
w
u
o
y
t
in
o
te a p
demonstra
to include?
e
n
o
f
o
k
in
Can you th
You need to begi
n your speech by
telling
the audience wh
at you will be disc
ussing.
What might you
say?
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.
33
Related resources
• Ausflag — www.ausflag.com.au
• 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.