Being Australian
Being Australian is about the variety of historical and cultural influences that underpin the
broad notion of being Australian.
HSIE Syllabus references:
EN
SS
CU
CC
CCS2.2 Time and change
Explains changes the community and family life and evaluates the effects of these on
different individuals, groups and environments
CUS2.3 Identities
Explain how shared customs, practices, symbols, languages and traditions in communities
contribute to Australian and community identities.
Students will learn about:
• the contribution of people and groups from other countries to Australian heritage
• the contribution of people and associated places and events to community heritage,
including knowledge of original Aboriginal nations and boundaries
• differing viewpoints on community heritage
• causes and effects of change in the local community and other communities
• continuing and changing roles, traditions, practices and customs in the local community
• origins and backgrounds of people in the local community
• the original inhabitants of the local community area
• the diversity of groups within and between communities
• easily recognisable symbols used by the local community, eg coats of arms
• languages spoken within communities, including the original Aboriginal languages
spoken in the local community area.
Teaching and learning
Evidence of achievement
Australian identities
• Write the word ‘Australian’ on the board. Ask: What does
being an Australian mean to you?
• Students put their ideas on a mind map. Share and collate
ideas as a class.
• Use magazines to collect pictures of logos, people, scenes,
and words that are ‘typically Australian’. Use the images to
create a collage about Australian identity.
• Review the images selected for stereotypes and distribution
of male and female identities.
• Identify Australian characteristics that are missing from the
collages.
CUS2.3 Explain how shared
customs, practices, symbols,
languages and traditions in
communities contribute to
Australian and community
identities
• identifies aspects of
Australian identity
• collects illustrations of
Australian identities
• analyses the expression of
an Australian identity for
omissions.
Being Australian – similarities and differences
• List country of origin and language(s) spoken by children in
the class, their parents and grandparents.
• Graph the findings, showing results for students, parents
and grandparents. Ask children to examine similarities and
differences between the country of origin and language(s)
between children, parents and grandparents as separate
groups. Develop a statement about the changes in these
graphs between different generations over time.
• On a world map use miniature flags or pins to identify the
country of origin of class members and their family. Discuss
direction of these countries from Australia. Discuss regions
where there is a high proportion of family background and
compare this to a statistical graph on migrants to Australia.
Refer to Face the facts, section 2 on migrants and
multiculturalism. Note that one-fifth of Australia’s population
was born overseas and 21% of Australians speak a
language other than English.
• Discuss whether students’ families fit within the statistical
graph and description in Face the facts and compare to the
graphs collated on country of origin and language.
• Discuss how different cultural groups contribute to the local
and wider Australian community.
CUS2.3 Explains how shared
customs, practices, symbols,
languages and traditions in
communities contribute to the
Australian and community
identities
• gathers and displays
information on the diversity
of origins and backgrounds
of people in the local
community
• decides if own community
reflects or is different to the
diversity of other
communities
• illustrates ways in which
Australians express
diversity.
Original inhabitants of the local area
Refer to Talking identity pp. 9–15 for protocol and consultation
with Aboriginal communities.
NB Shaded text is background information for teachers.
• In consultation with the local Aboriginal community, identify
the language group in which the school is located. Students
should know the name of, and respect, the language group
in which the school is located.
• Use an Aboriginal language map (available in Talking
identity (DET) and through the Shared history (DET) web
site to identify the Aboriginal nations of familiar places
around NSW and Australia). Search the AusAnthrop
Australian Aboriginal Tribal database web site for your
suburb or town. The data base allows you to.
- compare Aboriginal language maps to current maps of
CCS2.2 Explain changes in
the community and family life
and evaluates the effects of
these on different individuals,
groups and environments
• identifies changes in
Aboriginal lifestyles
• gains and expresses an
understanding of
Aboriginal cultural and
social and environmental
relationships.
CUS2.3 Explains how shared
customs, practices, symbols,
languages and traditions in
Teaching and learning
Evidence of achievement
Australia showing state boundaries, towns and cities.
Discuss and determine the Aboriginal boundaries of the
local community prior to European settlement.
- discuss changes to the natural environment and the
spiritual significance of features of the environment such
as hills, rivers and trees to the Aboriginal community.
- liaise with the local Aboriginal community to identify
Aboriginal words that are place names, or that have been
included into Australian English. Refer to Aboriginal
English and Aboriginal language.
- identify places within Australia today that have Aboriginal
names or names associated with particular Aboriginal
people e.g. Parramatta, Cabramatta, Ku-ring-gai,
Blacktown, Mutawintji, Goolmangar, Goonoo Goonoo,
Wagga Wagga, Walla Walla, Grong Grong.
Life in the local area before British colonisation
Use the lesson from It didn’t always look like this with texts
specific to the school’s Aboriginal community. Invite an
Aboriginal guest to assist in building students’ field knowledge
of the lives of the original inhabitants in the local area. Contact
Aboriginal education consultant, local AECG or local council
for assistance. For background information refer to the
Australian Museum - Indigenous Australians Exhibition Guide.
• Copy Handouts 12 and 13 from It didn’t always look like this
(DET). These texts provide two levels of reading, or provide
a similar text on the local Aboriginal community. Students:
- read and discuss the information presented
- consider how Aboriginal people may have lived in the
area before European occupation
- Discuss aspects of Aboriginal life before British
colonisation presented in the text
• Discuss and explain some of the ways Aboriginal people
used environmental technology to manage features of their
natural environment to support their communities explained
in the text.
• Prepare some questions on food, clothing, values, shelter,
leisure, beliefs and the connection between past and
present day for the Aboriginal guest.
• Collaboratively organise a class activity with the Aboriginal
guest, such as a bush walk, picnic or barbeque.
• Arrange time for sharing and discussing Aboriginal
traditional identity, heritage and culture using questions
developed by students. Include discussion on Aboriginal
cultural practices and customary Lore.
• In class, construct a matrix to record the information
provided by the Aboriginal guest. Have students identify
categories to organise their information. Discuss and
compare changes and continuities in the lives of Aboriginal
community.
Then
Food
Now
communities contribute to
Australian and community
identities
• investigates Aboriginal
words and expressions
that have been included
into Australian English
• interacts with Aboriginal
community members to
gain and understanding of
Aboriginal cultural practice
and customary Lore.
Teaching and learning
Clothing
Lore
Shelter
Leisure
Beliefs
• Refer to the text of the song ‘Gunditjmara Land‘ pp. 18–19
of The big Australia Day book (Curriculum Corporation) and
use the teacher’s notes at the back of the book.
• Read all verses together and discuss the spiritual and
cultural significance, explained in the last two verses, of the
land to the Gunditjmara people. What elements of Australia
does this writer value?
Assessment – Use the information from these learning
experiences to create a labelled visual representation of the
Aboriginal lifestyle before British colonisation. Students share
and explain their representation with the class. The
representation may include Aboriginal symbols to portray the
land and its people.
Assessment strategy
The teacher:
• observes student participation in discussions.
• analyses visual representations.
Assessment criteria
The student:
• participates in discussion.
• draw visual representation.
• labels visual representation
• gains and expresses an understanding of Aboriginal, cultural
and social and environmental relationships.
Evidence of achievement
Teaching and learning
Evidence of achievement
Aboriginal cultural practices and customary Lore
For teacher background refer to p. 9 of the Multistage unit
Australian Democracy (DET). Consult with the local Aboriginal
community on Aboriginal cultural practices and customary
Lore.
• Use the Dreaming image to explain the spiritual significance
of Dreaming. Display the image. Discuss and include
discussion with local community representatives.
Incorporate information gathered during the bush walk,
picnic or barbeque.
• Read the text Everybody has something p. 39, Discovering
Democracy Middle primary readers. This story shows how
the Aboriginal community shared what they had for the
greater good of all.
CUS2.3 Explains how shared
customs, practices, symbols,
languages and traditions in
communities contribute to
Australian and community
identities
• interacts with Aboriginal
community members to
gain and understanding of
Aboriginal cultural practice
and customary Lore
• recognises the importance
of family and community to
Aboriginal peoples.
Discuss and give a written response to: Why did the people
need to share? What did the author mean by ‘that made us
appreciate each other’?
• How does this story relate to the students’ understanding of
Aboriginal cultural practices and customary lore?
Significant Australians
• Display pictures of significant Australian people from media
clippings and Australian of the year web site. Have students
prepare questions to explore the identity of the person and
their significance e.g. Who are they? What do they do? Why
are they significant to Australia? Examine and discuss
findings and commonalities
• Research people who have been Australians of the Year
using these web sites:
- Australian of the year recipients:
- Young Australian of the year recipients
• Discuss why many significant Australians are sports
people? What does this tell us about what we value as
Australians?
CCS2.2 Explain changes in
the community and family life
and evaluates the effects of
these on different individuals,
groups and environments
• identifies significant
Australians
• analyses the contribution
of significant Australians to
the way we live.
Special days
• Watch the Discovering Democracy presentation We
remember now available on TaLe. Discuss the differences
between special days we celebrate today and those
celebrated in the past. Consider Empire Day, Arbor Day,
Federation Day, Wattle Day, VP Day or refer Handout 15 of
We Remember showing how special days have changed.
• Discuss some of the changes to special days that have
happened over time e.g. 1890 Queen’s birthday (Queen
Victoria) > 1930 King’s birthday (King George) > 2005
Queen’s birthday (Queen Elizabeth), 1930 Armistice Day >
2005 Remembrance Day. Discuss additions and deletions
and some of the reasons for these changes.
• In groups, read texts on different special days e.g. Australia
Day, NAIDOC week, Anzac Day, Queen’s Birthday, Labour
Day, Empire Day, Wattle Day, Arbor Day. Texts are found in
Discovering Democracy, We remember, Handout 6
CCS2.2 Explains changes
the community and family life
and evaluates the effects of
these on different individuals,
groups and environments
• examines the purpose
special days have in
enhancing community and
national identity
• investigates special days
celebrated in the past that
contribute to community
life
• identifies changes to
special events as
community life has
changed.
Teaching and learning
Australia Day, Handout 7 NAIDOC Week and Anzac Day,
Handout 8 The Queen's Birthday and Labour Day, Handout
13 Empire Day and Handout 14 Arbor Day and Wattle Day..
Before reading, students prepare key questions to focus
their reading, e.g. Who was involved? Why is this day
celebrated?
• Discuss:
- what days do we celebrate and remember now? e.g.
Anzac Day, Remembrance Day, Australia Day.
- do all Australians celebrate them?
- what sorts of things happen on these days?
- why don’t we celebrate some of the old special days
anymore?
- do you think we should? Why or why not?
- are there some days that you believe we should
commemorate? Why?
• What is the significance of these special days on the
development of people’s understanding of being an
Australian?
Evidence of achievement
CUS2.3 Explains how shared
customs, symbols, languages
and traditions in communities
contribute to Australian and
community identities
• understands the
significance of special
days to being an
Australian.
Teaching and learning
Evidence of achievement
Australia Day
Australia day is about remembering the past, thinking about
the present and looking ahead to the future. Use the text
‘Australia Day is …’ pp. 2–10 in The big Australia Day book
(Curriculum Corporation). Refer to the teachers’ notes at the
back of the book to guide teaching activities.
Refer also to the Australia Day History web site.
• Explain that Australia Day is celebrated on 26 January each
year to commemorate the landing of the First Fleet in
Sydney Cove. [On the 26 January 1788 all 11 ships of the
First Fleet anchored in Sydney Cove. Some of the officers
rowed ashore, raised the Union Jack and drank a toast to
the King and the success of the settlement. However the
colony was not formally proclaimed until 7 February 1788.]
Compare images of Australia Day to students’ own
experiences. Discuss reasons why celebrations might vary
between communities (pp. 2–3).
• Discuss the diverse cultural backgrounds and beliefs
illustrated and how diversity is included in the local
community, or other communities (pp. 4–5).
• Examine the images of Indigenous Australians and talk
about why traditional ceremonies are an important part of
Australian celebrations.
• Discuss the images and link to the text on the page, to
introduce the idea of a celebration versus commemoration.
Identify the importance of happy anniversaries, as well as
events that have caused hardship or sadness. Students can
develop descriptions of the Australia they are most familiar
with (pp. 6–7).
• What events are depicted? What would someone have to
do to become a legend or hero?
• What do you admire about these people? (pp. 8–9)
• Why do people from other countries choose to become
Australian citizens?
• How do these images show us that Australia Day is about
the past, the present and the future? What other images
could have been used? (p. 10)
• Display the timeline (p. 11) reflecting the history of Australia
Day. Students can use text and images to explain what it
represents. Describe and explain the events and times
included on the timeline.
Students will be asked to include other significant events from
the time period onto their timeline.
CUS2.3 Explains how shared
customs, symbols, languages
and traditions in communities
contribute to Australian and
community identities
• understands the
significance of special
days to being an Australian
• analyses Australia Day
celebrations, their origin
and purpose
• identifies the features of
Australia day that
remember the past, think
about the present and look
forward to the future
• explains the sequence of
events depicted in the
timeline.
Symbols of Australia
• List well known Australian symbols refer to Handout 1
Australian Symbols for some examples. Other examples
National Symbols will need to be included. Categorise into
groups e.g. cultural, sporting, traditional, national. In the
national category include the coat of arms and Australian
flag.
• Show a poster of the coat of arms of all states and
territories within Australia. (Discovering Democracy Pack-
CCS2.2 Explains changes
the community and family life
and evaluates the effects of
these on different individuals,
groups and environments
• examines the origins and
purpose of symbols to
Australian communities.
Teaching and learning
Evidence of achievement
We remember card 2a)
• Identify significant symbols for each state and territory.
Discuss the purpose and origins for these symbols for each
state and territory.
CUS2.3 Explains how shared
customs, symbols, languages
and traditions in communities
contribute to Australian and
community identities
• identifies and describes
significant symbols of state
and national life in
Australia
• examines different
symbols representing
Australia and evaluates
their purpose, significance
and importance
• explains how symbols
reflect Australian identity.
State/Territory
Symbols
used
Meaning of
symbols
• Review the words of ‘Advance Australia Fair’, available on
Handout 3 National Anthems Refer particularly to the words
of verse 2 and how they reflect on being an Australian, to
both Australia and other nations .e.g. ‘For those who come
across the seas, We’ve boundless plains to share.’ Discuss
what these lines mean and what they suggest that
Australians value.
Australian civic values shield
Reference: Discovering Democracy: Middle Primary
Assessment Resource, We remember, Assessment task:
Australian civic values shield p. 39–45.
• Discuss and list Australian civic values. What values do
Australian citizens think are important? e.g. freedom,
fairness, the right to have a say, listen to others, acceptance
of people who are different, accepting responsibility, caring
for our country.
• Revise the Australian civic symbols discussed in previous
lessons, e.g. Australian anthem, emblems, Australian
events and significant Australians. Encourage students to
reference notes and information collected during the term.
• Students draw their own civic values shield to show their
new understanding of civic symbols and values. Students
plan and produce their shields.
• Students prepare a short oral presentation to go with their
civic values shield. Consider: How do these symbols
represent what you think is important to being Australian?
Assessment strategy
The teacher:
• analyses student’s civic values shield and oral presentation.
Assessment criteria
The student:
• identify civic values related to symbols, people and
celebrations in Australia
• justify selection of symbols to represent civic life in
Australia
• explains the importance of symbols included in values
shield in relation to civic identify and responsibilities and
what is valued by the Australian community.
CCS2.2 Explains changes
the community and family life
and evaluates the effects of
these on different individuals,
groups and environments
• explains the heritage of
some Australian symbols.
CUS2.3 Explains how shared
customs, symbols, languages
and traditions in communities
contribute to Australian and
community identities
• identifies symbols that
enhance a sense of being
an Australian
• develops own ideas about
civic values that are
represented in Australian
symbols
• justifies selection of
symbols to represent
contemporary civic life.