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Stage 6 English Content Endorsed Course

English Studies
Unit of Work

Module: We are Australians

Indicative hours: 40 hours

© State of New South Wales through the NSW Department of Education and Training, 2007
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Rubric from English Studies Syllabus

Through the study of this module, We are Australians-English in citizenship, community and cultural identity, students
will develop understanding of and practical competence in the use of language used to conduct their lives as citizens and
members of a community. Students will learn how to use English accurately, effectively and appropriately in tasks such
as applying for passports, filling in electoral documents, following the procedures of local, state and Federal government
and writing letters of opinion on issues of community interest. These tasks will engage students in a range of meaningful,
purposeful and relevant language experiences.

Students will also have the opportunity to experience, engage with and critique literary texts that show, through an
imaginative use of language, the diversity of cultures, peoples and perspectives that contribute to Australian
communities and to Australia as a nation. Texts may include longer works such as biographies, novels and films. Through
engaging with a range of literary texts in both print and electronic forms, students will broaden their understanding of
the relationship between personal identity, individual rights, community responsibilities and a sense of nationhood. In
addition, by studying these texts and writing about the issues explored, students will extend their own skills in
comprehending and responding to texts and their own abilities to use language expressively and imaginatively.

Key concepts
Language must be used appropriately for purpose, audience and context. Throughout this unit, tasks have been
designed to develop the understanding of and practical competence in the use of language to ensure students can
conduct their lives as citizens and members of the community.

Activities question the diversity of cultures, people and the perspectives that contribute to Australian communities and
to Australia as a nation. These activities also ensure students question their own beliefs and, as a result, will allow
students to modify preconceived notions of what it means to be Australian.

Also, this study should allow students to recognise how the Australian identity has developed, altered and been shaped
over time.

Assessment
Students will submit a range of writing tasks to demonstrate their writing skills including:
- A letter to the editor regarding a current Australian issue
- A reflection statement demonstrating their understanding of the issue
- A report demonstrating the process of how a local community visit was organised and its relevance to the
understanding to the key concepts in this unit.

Other informal assessment opportunities include:

- Short answer questions demonstrating understanding of the key concepts discussed
- Preparing for and conducting interviews
- Research and group presentation to reinforce the understanding of the key concepts
- Designing postcards using language appropriate to audience, purpose and form
- Production of collages which demonstrate visual understanding of key concepts
- Filling in forms necessary in post education

Syllabus outcomes
© State of New South Wales through the NSW Department of Education and Training, 2007
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The assessment task will particularly address H1.1, H1.2, H1.4, H2.2, H4.1, H4.2, H4.1.

All Higher School Certificate course outcomes will be addressed through the range of activities included in this unit.

Rationale for approach used in this teaching program

The purpose of this unit is to make students aware of the many facets of Australian life and what this information means
in their everyday life. It has been developed to ensure students are able to question not only their own perceptions
about what it means to be an Australian, but also the perceptions of others around them. The activities and outline of
this unit are general, thus catering for all students across the state. However, the inclusion of the suggested resource list
will allow teachers to cater for their schools and candidates.

By engaging with texts appropriate for their interests and abilities, students will be able to experience and develop
knowledge, understanding and appreciation of various forms of texts, exploring the ideas and values of those texts and
how language and other techniques are used in the texts to convey meaning. Teachers can choose appropriate texts to
develop students’ skills in reading, listening, viewing , speaking and representing to not only enrich their personal lives,
but to consolidate a sound basis for current and future education, careers and citizenship. Students will be able to
engage with texts that allow them to develop knowledge and language skills and use this knowledge, both individually
and collaboratively, for a range of purposes, audiences and contexts.
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Week 1: Introduction to the concept

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning
Create a Venn diagram using the three topic headings of Citizenship, Discussion
Community and Cultural Identity. Teacher to facilitate classroom discussion.
H4.2 Background
knowledge Teacher copies on to butcher’s paper and hangs on wall for future reference.
Students can copy on to computer if applicable. A Smart Board would facilitate
this process. Student reflection
Knowledge Which ideas and values are in the overlapping section and what do they tell us
integration about Australians’ core beliefs? Students write a reflection statement focusing Discussion
H1.4 on what they understand about being an Australian. Write a personal
statement titled “Being an Australian means….” Demonstrated ability to collect
What images and icons represent these core beliefs? and collate information.
Images: Define images. What do we mean when we talk about images of any
country? Identify which image you think
Students locate and create a gallery of images of Australia. is the most popular in
Either in groups or individually, students create a list of Images of Australia: representing Australia.
Cultural knowledge Examples – Sydney Harbour Bridge, Opera House, Uluru, Big Pineapple, Bondi
Beach, desert, Australian bush, Hill’s hoist, koala, Holden car, Vegemite, flag,
Olympic Games, swimming, sunshine, barbecues, etc Students construct an
What impressions of Australia do these images create? explanation either written or
What images are missing from this list? oral.

Students construct a table with the headings Cultural Heritage and Natural
H4.2 Heritage. Images are then placed in either column under subgroups of people,
structures, food, and flora, natural landscape and fauna.

H4.2
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Week 2: Icons and lingo

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning
Icons: an icon can be defined as: a sign or representation which stands for its
object by virtue of a resemblance or analogy to it.

From the list above, identify which images of Australia have become icons.
Some examples of icons are: songs, sporting heroes, television identities, Able to identify the relationship
landmarks, animals, films, literature. Brainstorm other Australian icons. See between Australian values and
Resource 1. icons.
Compare and contrast different icons. What do they tell you about
H1.2 Australia?
H1.3 Locate a text that represents this icon, for example: “Up there Cazaly”
(song), “My Country” (poem), “Crocodile Dundee” (film), “Bradman’s Last
Innings” (poem), “We’re Happy Little Vegemites” (advertisement).
Students to choose one and in writing explain how this icon represents
Australian values.
And/or Completed explanation
Students log onto http://www.abcnet.au/tv/gruentransfer/home.htm They
use this site to create own advertisement.
Lingo: Provide examples of ‘Australian language’ - for example, an excerpt
from The Castle, an episode of Neighbours or Home and Away, samples of Created an advertisement
H1.1 ‘Australian dictionaries.’
H3.1 Students make a list of examples of slang and euphemisms.
H3.2 Metalanguage Discussion – do Australians really speak this way?
Students compose two postcards
You have just visited one icon from the table. Write two postcards: one to a using language appropriate to
friend or a family member and one to a teacher using language appropriate audience, purpose and form
to audience, purpose and form.

Week 3: Moments in time

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning
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Moments in time: Teacher provides a timeline of significant events in

Australia’s development (see Resource 2).

Non-Fiction- students locate, or are provided with, examples of non-fiction

texts relating to specific moments in time. For example: newspaper articles, Demonstrate ability to collect
diaries, documentaries. and collate information.
H4.1 Popular culture- Students locate, or are provided with, texts relating to
specific moments that form a part of popular culture. Examples could include
songs, film excerpts, artworks, poetry and prose fiction.
Students respond to short answer questions relating to texts. Completed questions
Why have these events become part of popular culture?
Which type of texts do you find the most engaging and why?
Students to complete the following:
Students select and research another moment in time from timeline provided. Completed collage
H1.1 Students compose a collage representing this moment and provide written
H1.2 explanation of their collage. The written response needs to highlight the Completed visual timeline
values and ideals from the Venn diagram.
Compose a visual timeline of a particular aspect of Australian history. For
example: women, indigenous Australians, multiculturalism. Select five major
events that represent the development of that aspect of the Australian
identity and visually represent that idea.
H4.1
H4.2

Higher order
thinking
H1.3

Week 4/5: What does it mean to be a citizen?

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Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning
Citizenship

H2.2 Focus Question: ‘What does it mean to be a citizen?”

Students to consider: qualities, responsibilities, rights, voting, values.

Teacher to write a dictionary definition on board. For example: 1: a

Knowledge member of a nation, either native or naturalised. 2: inhabitant of a city.
integration
Complete the ‘Citizenship test’ at http://www.citizenship.gov.au and
H1.4 compare to citizenship test in True Blue? - On Being Australian.

Students create their own citizenship test which reflects the values and Students formulated own
attitudes they associate with being an Australian. definition of citizenship.

Students read and navigate their way through the Department of

Connectedness Immigration website filling in the third column of the proforma. Students
H2.1 should complete the four groups of citizen practice tests. Students should
H2.2 download a pdf of the general citizenship application form and save to
H2.3 folder. Completed activities

Compare their own test to that of the government, identifying the values
expressed in both.
H1.2
Students create a character who wants to become a citizen. They create a
profile which establishes the values of the country from which they are Constructed character profile
arriving, some examples of traditions, examples of beliefs etc.

Students then fill in the passport application form and enrol to vote form for
their created character. Completed forms as character

Students will explore the ideas raised in the Jacob Coote speech from
Looking for Alibrandi about rights and responsibilities of being an Australian
citizen.
H2.3
H1.1 Students to select ONE of the following activities:
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Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning
a) Compose an informed response to his statements
H1.4 b) Choose a topic of interest relating to citizenship - for example,
freedom of speech, democracy, rights of women, immigration,
H1.4 High expectations social services, etc, and compose a speech outlining your views on Participated in class discussion
Substantive your chosen topic to be delivered at a ‘Have a Say Day’ at your expressing ideas and opinions
communication school.
c) Compare the values expressed by Jacob Coote to the values
expressed in the Citizenship test.
Completed written and/or oral
Reflect: Refine your personal statement titled “Being an Australian activity
means….”

Week 6/7: Exploring the concept of community, locally and nationally

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning
Community

What is a community?

Concise Oxford definitions:

1. All of the people living in a specific locality

2. A specific locality, including its inhabitants
H4.2 Background 3. A body of people having a religion, a profession, etc, in common
knowledge 4. The public
Class discussion and effective
Students to explain in their own words what the dictionary definition means. construction of mind map in
Students brainstorm what they believe makes a community. Ideas to consider: group work
family, friendship, interest groups, school, religion, cultural heritage, sport,
H4.1 H4.2 environment, global community.

Teacher leads students’ discussion around the results in terms of representations

of the wider Australian community/ nation.
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Expert Groups - One member from each group to report findings to other groups. Completed community table

Discussion questions:

H3.2 What does this show us about Australia?

Do you believe these results accurately represent Australia?

H1.3 What are the implications of these results on how Australian society operates? Actively participated in small
group discussions
Social issues in Australia - local community

H1.4 Using a variety of LOCAL newspapers, individual students select an editorial,

article or letter to the editor about a LOCAL social issue to share with group.

Group selects one text of greatest interest from the newspaper for analysis.

Students complete Text Analysis Table Resource 3 based on chosen text.

H1.4
Present findings to class.
Students individually compose a letter to the editor in response to the issue.
Option: students to submit their letters to the paper.
H1.1 H2.1 Social issues in Australia- national community
Students to read an extract from Kevin Rudd’s “Sorry Speech” and/or watch Completed table
video:
http://www.australia.gov.au/Video_National_Apology_to_the_Stolen_Generatio
ns (or alternative speech as chosen by the teacher) Resource 4
Complete questions below: Composed letter to the editor
Deep Kevin Rudd’s speech was delivered at Parliament House in Canberra on the 13th and submitted for portfolio
understanding February 2008. A select group of community members were represented in the
audience.
What is the purpose of this speech?
H1.1 What triggered the need for the speech to be delivered?
Who is the intended audience?
What is the tone of the text?
How does the tone contribute to the meaning of the speech? Give an example to
support your statements.
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Creative Writing Task:

You have been invited to attend the delivery of Kevin Rudd’s National Apology to
the Stolen Generation. Write two diary entries about how you feel on being part
of this significant event in Australia’s history.

H1.4 H2.2 Go to www.boat-people.org to find a list of questions and activities. Questions completed

Activity: You are a refugee – how would you feel?

As a class or in small groups, develop a collection of cards that provide

background information such as: age, occupation, country of origin, reason for
leaving, journey description, and possessions they brought with them and
possessions that were left behind.
H2.2
H2.3 Students select a card and play out the situation as the refugee, or write a story
about ‘their’ experiences fleeing and/or living in Australia. The story can include
the reasons why some possessions were brought with them and some were left
behind. (Re: Ideas for Human Rights Education Completed diary entries
www.sofweb.vic.edu.au/lem/multi/mhumanrights.htm ). It may be necessary for
students to undertake some research in order to write a story that is based on
facts as well as empathetic.

Deep Engaged in role play and

Understanding composed a narrative.

Resource 1
AUSTRALIAN ICONS
SONG LITERATURE SPORTING FILMS LANDMARKS TELEVISION ANIMALS OTHER
HEROES IDENTITIES
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Resource 2

Timeline of significant events in Australian history

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1788- First Fleet arrives

1901- Commonwealth of Australian declared
1914- World War I (Gallipoli)
1929- Great Depression
1939- World War II
1947- Post War Migration Scheme
1965- Australia involved in Vietnam
1967- Referendum on Aboriginal citizenship
1992- MABO decision in favour of Aboriginal people
2000- Olympics (Kathy Freeman, Opening Ceremony)
2008- ‘Sorry Day’ 13th February 2008

Resource 3
Text analysis table
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Text: ( & text type) Composer (& year) Purpose Audience Language features
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Resource 4
Kevin Rudd’s Speech
Apology to Australia’s Indigenous People, House of Representatives, Parliament House, Canberra
13th February 2008
Video and audio of the National Apology to the Stolen Generations is available on the Australia.gov.au website

—I move:

That today we honour the Indigenous peoples of this land, the oldest continuing cultures in human history.
We reflect on their past mistreatment.
We reflect in particular on the mistreatment of those who were Stolen Generations—this blemished chapter in our nation’s
history.
The time has now come for the nation to turn a new page in Australia’s history by righting the wrongs of the past and so
moving forward with confidence to the future.
We apologise for the laws and policies of successive Parliaments and governments that have inflicted profound grief,
suffering and loss on these our fellow Australians.
We apologise especially for the removal of Aboriginal and Torres Strait Islander children from their families, their
communities and their country.
For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say
sorry.
To the mothers and the fathers, the brothers and the sisters, for the breaking up of families and communities, we say sorry.
And for the indignity and degradation thus inflicted on a proud people and a proud culture, we say sorry.
We the Parliament of Australia respectfully request that this apology be received in the spirit in which it is offered as part of
the healing of the nation.
For the future we take heart; resolving that this new page in the history of our great continent can now be written.
We today take this first step by acknowledging the past and laying claim to a future that embraces all Australians.
A future where this Parliament resolves that the injustices of the past must never, never happen again.
A future where we harness the determination of all Australians, Indigenous and non-Indigenous, to close the gap that lies
between us in life expectancy, educational achievement and economic opportunity.
A future where we embrace the possibility of new solutions to enduring problems where old approaches have failed.
A future based on mutual respect, mutual resolve and mutual responsibility.
A future where all Australians, whatever their origins, are truly equal partners, with equal opportunities and with an equal
stake in shaping the next chapter in the history of this great country, Australia.

There comes a time in the history of nations when their peoples must become fully reconciled to their past if they are to go
forward with confidence to embrace their future. Our nation, Australia, has reached such a time. And that is why the
parliament is today here assembled: to deal with this unfinished business of the nation, to remove a great stain from the
nation’s soul and, in a true spirit of reconciliation, to open a new chapter in the history of this great land, Australia.

Last year I made a commitment to the Australian people that if we formed the next government of the Commonwealth we
would in parliament say sorry to the Stolen Generations. Today I honour that commitment. I said we would do so early in
the life of the new parliament. Again, today I honour that commitment by doing so at the commencement of this the 42nd
parliament of the Commonwealth. Because the time has come, well and truly come, for all peoples of our great country, for
all citizens of our great Commonwealth, for all Australians—those who are Indigenous and those who are not—to come
together to reconcile and together build a new future for our nation.

Some have asked, ‘Why apologise?’ Let me begin to answer by telling the parliament just a little of one person’s story—an
elegant, eloquent and wonderful woman in her 80s, full of life, full of funny stories, despite what has happened in her life’s
journey. A woman who has travelled a long way to be with us today, a member of the Stolen Generation who shared some
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of her story with me when I called around to see her just a few days ago. Nungala Fejo, as she prefers to be called, was
born in the late 1920s...

There is a further reason for an apology as well: it is that reconciliation is in fact an expression of a core value of our nation
—and that value is a fair go for all. There is a deep and abiding belief in the Australian community that, for the Stolen
Generations, there was no fair go at all. And there is a pretty basic Aussie belief that says it is time to put right this most
outrageous of wrongs. It is for these reasons, quite apart from concerns of fundamental human decency, that the
governments and parliaments of this nation must make this apology. Because, put simply, the laws that our parliaments
enacted made the Stolen Generations possible. We, the parliaments of the nation, are ultimately responsible, not those
who gave effect to our laws, the problem lay with the laws themselves. As has been said of settler societies elsewhere, we
are the bearers of many blessings from our ancestors and therefore we must also be the bearer of their burdens as well.
Therefore, for our nation, the course of action is clear. Therefore for our people, the course of action is clear. And that is, to
deal now with what has become one of the darkest chapters in Australia’s history. In doing so, we are doing more than
contending with the facts, the evidence and the often rancorous public debate. In doing so, we are also wrestling with our
own soul. This is not, as some would argue, a black-armband view of history; it is just the truth: the cold, confronting,
uncomfortable truth. Facing with it, dealing with it, moving on from it. And until we fully confront that truth, there will
always be a shadow hanging over us and our future as a fully united and fully reconciled people. It is time to reconcile. It is
time to recognise the injustices of the past. It is time to say sorry. It is time to move forward together.

To the Stolen Generations, I say the following: as Prime Minister of Australia, I am sorry. On behalf of the Government of
Australia, I am sorry. On behalf of the Parliament of Australia, I am sorry. And I offer you this apology without qualification.
We apologise for the hurt, the pain and suffering we, the parliament, have caused you by the laws that previous
parliaments have enacted. We apologise for the indignity, the degradation and the humiliation these laws embodied. We
offer this apology to the mothers, the fathers, the brothers, the sisters, the families and the communities whose lives were
ripped apart by the actions of successive governments under successive parliaments. In making this apology, I would also
like to speak personally to the members of the Stolen Generation and their families: to those here today, so many of you;
to those listening across the nation—from Yuendumu, in the central west of the Northern Territory, to Yabara, in North
Queensland, and to Pitjantjatjara in South Australia.

I know that, in offering this apology on behalf of the government and the parliament, there is nothing I can say today that
can take away the pain you have suffered personally. Whatever words I speak today, I cannot undo that. Words alone are
not that powerful. Grief is a very personal thing. I say to non-Indigenous Australians listening today who may not fully
understand why what we are doing is so important, I ask those non-Indigenous Australians to imagine for a moment if this
had happened to you. I say to honourable members here present: imagine if this had happened to us. Imagine the crippling
effect. Imagine how hard it would be to forgive. But my proposal is this: if the apology we extend today is accepted in the
spirit of reconciliation, in which it is offered, we can today resolve together that there be a new beginning for Australia. And
it is to such a new beginning that I believe the nation is now calling us.

Australians are a passionate lot. We are also a very practical lot. For us, symbolism is important but, unless the great
symbolism of reconciliation is accompanied by an even greater substance, it is little more than a clanging gong. It is not
sentiment that makes history; it is our actions that make history. Today’s apology, however inadequate, is aimed at righting
past wrongs. It is also aimed at building a bridge between Indigenous and non-Indigenous Australians—a bridge based on a
real respect rather than a thinly veiled contempt. Our challenge for the future is now to cross that bridge and, in so doing,
embrace a new partnership between Indigenous and non-Indigenous Australians. Embracing, as part of that partnership,
expanded link-up and other critical services to help the Stolen Generations to trace their families, if at all possible, and to
provide dignity to their lives. But the core of this partnership for the future is to closing the gap between Indigenous and
non-Indigenous Australians on life expectancy, educational achievement and employment opportunities. This new
partnership on closing the gap will set concrete targets for the future: within a decade to halve the widening gap in literacy,
numeracy and employment outcomes and opportunities for Indigenous children, within a decade to halve the appalling gap
in infant mortality rates between Indigenous and non-Indigenous children and, within a generation, to close the equally
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appalling 17-year life gap between Indigenous and non-Indigenous when it comes when it comes to overall life
expectancy...

The mood of the nation on Indigenous policy and politics is now very simple. The nation is calling on us, the politicians, to
move beyond our infantile bickering, our point-scoring and our mindlessly partisan politics and elevate at least this one
core area of national responsibility to a rare position beyond the partisan divide. Surely this is the spirit, the unfulfilled
spirit, of the 1967 referendum. Surely, at least from this day forward, we should give it a go.

Today the parliament has come together to right a great wrong. We have come together to deal with the past so that we
might fully embrace the future. And we have had sufficient audacity of faith to advance a pathway to that future, with arms
extended rather than with fists still clenched. So let us seize the day. Let it not become a moment of mere sentimental
reflection. Let us take it with both hands and allow this day, this day of national reconciliation, to become one of those rare
moments in which we might just be able to transform the way in which the nation thinks about itself, whereby the injustice
administered to these Stolen Generations in the name of these, our parliaments, causes all of us to reappraise, at the
deepest level of our beliefs, the real possibility of reconciliation writ large. Reconciliation across all Indigenous Australia.
Reconciliation across the entire history of the often bloody encounter between those who emerged from the Dreamtime a
thousand generations ago and those who, like me, came across the seas only yesterday. Reconciliation which opens up
whole new possibilities for the future.

For the nation to bring the first two centuries of our settled history to a close, as we begin a new chapter and which we
embrace with pride, admiration and awe these great and ancient cultures we are blessed, truly blessed, to have among us.
Cultures that provide a unique, uninterrupted human thread linking our Australian continent to the most ancient prehistory
of our planet. And growing from this new respect, to see our Indigenous brothers and sisters with fresh eyes, with new
eyes, and with our minds wide open as to how we might tackle, together, the great practical challenges that Indigenous
Australia faces in the future.

So let us turn this page together: Indigenous and non-Indigenous Australians, Government and Opposition, Commonwealth
and State, and write this new chapter in our nation’s story together. First Australians, First Fleeters, and those who first
took the Oath of Allegiance just a few weeks ago. Let’s grasp this opportunity to craft a new future for this great land:
Australia. I commend the motion to the House.
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Other recommended resources

Workplace and Community Texts (Board of Studies) www.boardofstudies.nsw.edu.au (website)

True Blue-On Being Australian, Goldsworthy, Peter, ed (anthology of short non-fiction and fiction)
True Blue-On Being Australian Resource Document www.australiaday.gov.au/trueblue (website)
Streetsmart-An Urban Handbook for the School Leaver (Blue Light NSW)
In the Drivers Seat-the Nature of Authority (RTA)
www.citizenship.gov.au (website)
www.immi.gov.au (website)
www.passports.gov.au/Web/Forms/EntryPoint.aspx (website)
Raw, Monk, Scott (novel)
Marking Time, Doyle, John (Mini series)
Monster, Myer, Walter Dean (novel)
Gary’s House, Oswald, Debra (play)
Growing up Asian in Australia, Pung, Alice (ed) (non-fiction)
Billabongs and Brolgas-An Australian Reader- compiled by Neil Fuller and Phillip Gardner (anthology of short fiction)
Signed, sealed, delivered-Our Textual Heritage, Jennet Cole-Adams & Judy Gould (National Museum of Australia)
The Aussie A to Z, McKenzie Heath (picture book)
The Gruen Transfer www.abc.net.au/tv/gruentransfer/home.htm (website with Australian adverts & facility for students to
make their own adverts)
www.boat-people.org (website- visual literacy)
www.nicholsoncartoons.com.au/cartoon307.html (website-visual literacy)
The Loaded Dog , Lawson, Henry excerpt read by Jack Thompson www.youtube.com/watch?v=oDweqL79hO
Brumby’s Run Patterson, A.B www.youtube.com.watch?v=lhv8GANVcns
Then and Now, Walker, Kath www.utube.com/watch?v=ni-5Eh19we8&NR=1
Australian Screen http://australianscreen.com.au
http://www.uow.edu.au/~morgan/posters6.htm (Australian movie posters creating identity)
http://www.anzacday.org.au/education/publications/pdf/activity12.pdf (unit of work)
http://www.beenleigss.qld.edu.au/ricky/index.html (Image Aussie Icons)
http://www.trinity.wa.edu.au/plduffyrc/cross/pictaus.htm (pictures, photographs, graphics-images of Australia)
http://www.pictureaustralia.org/
http://www.imagesaustralia.com/
http://www.nationalgeographic.com/explorer/australia/abell/
http://www.virtualaustralia.com/
http://www.lukasland.com/oz/ (main menu of Australia)
http://www.australia.com/
http://www.midcoast.com.au/~ttc/identity.html (Australian identity and values)
http://www.cap.nsw.edu.au/curriculum_links/stage_three_links.htm (Australian identity and values)
http://www.virtualteacher.com.au/australia.html
http://www.edna.edu/edna/go/pid/1426 (Australian identity)
http://www.beenleigss.qld.edu/trhunt/hunt.htm (Knowledge hunt)
http://www.beenleigss.qld.edu/subjsamp/sampler.htm (What does it mean to be Australian?)
http://www.beenleigss.qld.edu/webquest/actualquest/actualquest.htm
http://www.beenleigss.qld.edu/requested_sites/beingaustralian/index.html (A research unit)
http://cmsstage.curriculum.edu.au/cce/for_teachers,9295.html Teaching civics
http://www1.curriculum.edu.au/classroom/ausident.htm Teaching civics-The Australian Identity over time
http://www1.curriculum.edu.au/ddunits/units/mp3fq5acts.htm Symbols relevant to the Australian nation.
http://cmsstage.curriculum.edu.au/cce/this_australian_nation_who_are_we_what_do_we_val,9489.html This
Australian nation: Who are we? What do we value?
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http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/exchangestudent/we_are_australian.htm (Identity
and Values)
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Assessment task

English Skills
WE ARE AUSTRALIANS POWERPOINT PRESENTATION
Congratulations! You and friend have been selected to represent Australia on an international exchange student program. You are required to make a five
minute presentation to your host school, on the topic “We are Australian. What is it that makes us unique?”

Your presentation needs to include: images of Australia, significant events, famous Australiana and cultural influences that have shaped our nation.

Your presentation would be greatly enhanced by presenting it in the form of a slide show produced within POWERPOINT.

Step 1 – Print out the summary sheet (see appendix).

Step 2 – Working with a friend complete the summary sheet by choosing three images, three significant events, three famous people and three cultural
influences from the links provided (see appendix). Your research can be done by using the links provided or by using library reference books or CD-ROM
encyclopaedias.

Step 3 – Using the information you have gathered prepare your five minute presentation. Remember to include pictures and you can make use of a slideshow to
present your work.

Outcomes addressed:
H1.4, H2.1, H2.3, H3.2, H4.1, H4.2

Criteria for assessment:

Your work will be evaluated on:
1. your interpretation and understanding of “We are Australian” – i.e. Who are we? What makes us different? Why?
2. the quality of the information you have gathered.
3. the quality of your presentation. i.e. your talk, slideshow or however you choose to present.

Value of task for school assessment:

 20

MARKING GUIDELINES

Criteria Marks
 Observes the conventions of the speech form
 Speech has consistent and appropriate control of language
 Uses a range of appropriate vocabulary and language which goes beyond the everyday 9 10
 May use colloquial language in a controlled manner for effect
 Displays an effective, clear sense of purpose throughout; the theme is always consistent with the
task
 Demonstrates sustained, sophisticated and cleverly structured development of ideas
 Engages the audience with sophisticated delivery (projection, pace, tone, eye contact, body
language)
 Engages the audience with an effective PowerPoint presentation
 Observes most of the conventions of the speech form
 Speech has appropriate control of language
 Uses appropriate vocabulary and language which may go beyond the everyday 7 8
 May use colloquial language for effect
 Displays a clear sense of purpose throughout; the theme is mostly consistent with the task
 Demonstrates sound development of ideas
 Engages the audience with delivery (projection, pace, tone, eye contact, body language)
 Engages the audience with a sound PowerPoint presentation
 Observes some of the conventions of the speech form
 Speech has some control of language
 Uses appropriate vocabulary and language 5 6
 May use colloquial language for effect
 Displays some sense of purpose throughout; the theme is mostly consistent with the task
 Demonstrates some development of ideas
 Engages the audience some of the time with delivery (projection, pace, tone, eye contact, body
language)
 Engages the audience with a satisfactory PowerPoint presentation
 Limited use of the conventions of the speech form
 Speech has limited control of language
 May use inappropriate vocabulary and language for purpose, audience and context 3 4
 May use colloquial language
 Displays limited sense of purpose
 Demonstrates limited development of ideas
 Limited engagement of the audience.
 Presents an adequate PowerPoint presentation
 Little or no sense of the speech form
 Minimal control of language. 1 2
 Minimal evidence/understanding of purpose
 Simple, undeveloped ideas; may be very brief and fail to engage audience
 Some attempt to use a PowerPoint presentation
 Non-serious attempt 0
TOTAL MARK: /10
COMMENT: ____________________________________________________________________________________________ ________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
We Are Australian
SUMMARY SHEET
 21

Use the points to consider in each section to write brief notes which will help you as you consider which aspects of
Australian identity you will include in your presentation.

IMAGES 1
Points to consider:
What do we learn from this image about
our national identity?
 Culture 2
 Nature
 Leisure
 Lifestyle
 Building achievements 3
 Icons

SIGNIFICANT EVENTS 1
How did this event help shape our national
identity?
 When
 Where 2
 Why
 Who
 Significance 3

IMAGES 1
Points to consider:
What do we learn from this image about
our national identity?
 Culture 2
 Nature
 Leisure
 Lifestyle
 Building achievements 3
 Icons

FAMOUS AUSTRALIANS 1
 22

What were this person’s achievements? 2

 When
 Where
 How have their achievements
contributed to our national 3
identity?

CULTURAL INFLUENCES 1
How has the influence of other
countries helped shape and
enhance our national identity? 2
 When
 How
 Special events
 Cultural traditions 3
 23

APPLICATION FOR AUSTRALIAN CITIZENSHIP

Fill in the following form
2006 Anonymous

You must answer 75% of these questions correctly in order to qualify for Australian Citizenship.

1. How many slabs can you fit in the back of a Falcon Ute while also allowing room for your cattle dog?
_____________________________________________________________________

2. Is the traditional Aussie Christmas dinner…?

a) At least two roasted meats with roast vegetables, followed by a pudding you could use as a cannonball. Also ham. In 40°C
heat.
b) A seafood buffet followed by a barbie, with rather a lot of booze. And ham. In 40°C heat.
c) Both of the above, one at lunchtime and one at dinnertime. Weather continues fine.

3. You call that a knife, this is a knife. True or False?

4. Does ‘yeah-nah’ mean…?

a) ‘Yes and no’
b) ‘Maybe’
c) ‘Yes I understand but No I don’t agree’

5. Who was the original lead singer of AC/DC?

_____________________________________________________________________

6. Which option describes your ideal summer afternoon?

a) Drinking beer at a mate’s place
b) Drinking beer at the beach
c) Drinking beer watching the cricket/footy
d) Drinking beer at a mate’s place while watching the cricket before going to the beach?

7. Would you eat pineapple on pizza? Y or N

Would you eat egg on a pizza? Y or N
 24

8. How many stubbies is it from Brissy to the Gold Coast in a Torana travelling at 120 km/h?
_____________________________________________________________________

9. How do you apply your tomato sauce to a pie?

a) Squirt and spread with a finger
b) Sauce injection straight into the middle

10. Have you ever had/do you have a mullet? Y or N

11. Thongs are:

a) Skimpy underwear
b) Casual footwear
c) They’re called jandals, bro?

12. On which Ashes tour did Warney’s hair look the best?
a) 1993
b) 1997
c) 2001
d) 2005

13. What is someone more likely to die of?

a) Red Back Spider
b) Great White Shark
c) Victorian Police Officer
d) King Brown Snake
e) Your missus after a big night
f) Dropbear

14. Can you sing along to Cold Chisel’s ‘Khe Sanh’? Y or N

15. What are Budgie smugglers?

_____________________________________________________________________
 25

16. Is it best to take a sick day…?

a) When the cricket’s on
b) When the cricket’s on
c) When the cricket’s on

Your score …………………………..

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