i am australian: exploring australian citizenship · citizenship for many people is the end of...

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I am Australian:Exploring Australian Citizenship

Lower secondary unit - Teachers resource manual

© Commonwealth of Australia 2018

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

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: [email protected].

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

ISBN 978-1-921446-95-5

I am Australian:Exploring Australian Citizenship

Lower secondary unit - Teachers resource manual

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

Learning sequence 10

Get active and Get informed sheets 14

Related resources 26

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About this resourceI am Australian: Exploring Australian Citizenship encourages students

and teachers to appreciate the significance that citizenship holds for all

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

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

encouraged to value their Australian citizenship and the democratic beliefs

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

This resource helps you to explore 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.

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COMPONENTS

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

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

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

In 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.

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

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

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

LEARNING OUTCOMESStudents will be able to:

• 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 pencil icon.

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CURRICULUM LINKS

CommonwealthNational Statements of Learning for Civics and Citizenship — Year 7

ACTIVITY 1 2 3 4

Government and law• reflect on the ways in which changing values can influence the law

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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

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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

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Australian Capital Territory Essential Learning Achievements (ELAs)

ACTIVITY 1 2 3 4

ELA 1• uses a range of strategies to think and learn

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ELA 6• uses Information and Communication Technologies effectively

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ELA 21• understands about Australia and Australians

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

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New South WalesHuman Society and Its Environment — Stage 4

ACTIVITY 1 2 3 4

History• Investigating History: students identify major periods of historical time

and sequence people and events within specific periods of time

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Aboriginal Studies• Understanding of Aboriginal peoples’ ongoing contribution to, and

interaction with, the wider Australian society

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Northern TerritoryStudies of Society and Environment — Band 4

ACTIVITY 1 2 3 4

Soc 4.1 Time, Continuity and Change• analyse significant ideas, people and movements that have shaped societies

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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

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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

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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

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Queensland Studies of Society and Environment — Essential Learnings Year 9

ACTIVITY 1 2 3 4

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

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Knowledge and understandingPolitical and economic systems• Australia’s government systems are based on liberal democratic principles,

including the “common good” and parliamentary electionsTime, 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

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South AustraliaStandards and Accountability Framework — Standard 4

ACTIVITY 1 2 3 4

Society and EnvironmentTime, 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

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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

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Social systems• Students recognise connection between roles, structures, functions

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

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

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Tasmania Society and History — Standard 4

ACTIVITY 1 2 3 4

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

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

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Interactions between systemsUnderstand social, economic and political systems and the connections between them

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

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Historical inquiryUndertake historical inquiries in relation to continuity and change in society

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CommunicationAcquire, critically examine and communicate information

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VictoriaEssential Learning Standards — Level 5

ACTIVITY 1 2 3 4

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.

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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.

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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.

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Western Australia

Society and Environment — Years 8 and 9

ACTIVITY 1 2 3 4

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

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

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Natural and Social SystemsStudents understand that systems provide order to the dynamic natural and social relationships occurring in the world

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

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Learning sequenceActivity 1 — Perspectives on citizenshipThis 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.

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Activity 2 — Understanding Australian citizenshipActivity 2 explores the formal privileges, responsibilities and democratic beliefs associated with Australian 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 made 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.

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Activity 3 — Citizenship in actionIn this activity students explore how citizens can contribute effectively to maintaining a productive, stable and peaceful nation.



• 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.

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Activity 4 — My AustraliaThis concluding activity encourages students to reflect on the learning in this unit, relate citizenship to their own lives and look to Australia’s future.


• define and exercise rights and responsibilities associated with being a citizen in Australia


• 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.

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Get informedAustralian VoicesThe 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. 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.

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. 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.

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Get informedToday 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.

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 can apply to live in Australia. The selection process favours people bringing business or skills to Australia, those joining family members, and those with a humanitarian need to settle in a new country.

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.

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.

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Get activeTimeline of Australian citizenship

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?

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Get informedResponsibilities and privileges of Australian citizensPRIVILEGE

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

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.

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 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

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.

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

Obey the laws. By obeying Australia’s laws, we all contribute to keeping Australia a safe and fair community.

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.

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 the facts!1. On average, an Australian passport

is issued every 27.5 seconds2. 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

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

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Get activePiecing it together 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

• How do you enrol to vote?

• Who can and cannot enrol to vote?

• When do you vote?

• Where do you vote?

Register children born overseas as Australian citizens

• Do both parents need to be Australian to register their child as a citizen?

• Who do people overseas contact to register their child?

• Are all children born in Australia automatically citizens?

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?

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?

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?

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?

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

• How are people selected for jury duty?

• How many people serve on a jury in your state/territory?

• What kind of court cases use juries?

• Why are juries used?

Defend Australia should the need arise

• Is military service always voluntary in Australia?

• In what ways does the Defence Force defend Australia?

• Other than joining the Australian Defence Force, how can people help defend Australia and its way of life?

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

Version 1 Version 2

From this time forward, under God,I pledge my loyalty to Australia

and its people,whose democratic beliefs I share,

whose rights and liberties I respect, andwhose 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, andwhose 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 informedAustralia’s democratic beliefsParliamentary 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 activeWhat’s important for you?Rank these beliefs to show which ones you think are most important. Justify your response.

Democratic belief Ranking Justify your ranking

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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Get informedLocal Hero case studies

Dr Jamal Rifi — Muslim community leaderIn 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 educatorGraeme 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 informedLocal Hero case studies

Beverley Langley — Wildlife rescuerBeverley 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 challengerShanaka 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 activeFinding heroesRead 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?

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Get activeMaking an impactUse 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 resourcesAustralian 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.