Understanding Australian Identity

Year Level

Year 6

Learning Area

Humanities and Social Sciences (HASS)
Strand: Civics and Citizenship
Sub-strand: Citizenship, diversity and identity
Curriculum Link (v9.0):
ACHASSK139 – The shared values of Australian citizenship (such as freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’) and how they contribute to a cohesive community
ACHASSK135 – The diverse cultural, religious and/or social groups to which they and others in the community belong, and their contribution to a cohesive society

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Duration

45 minutes

Class Size

25 students

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Key Inquiry Question

What does it mean to be Australian?

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Learning Intentions

• Students will evaluate and reflect on their prior understanding of what it means to be Australian.
• Students will identify and examine a range of internal (personal/citizen) and external (international/outsider) perspectives on Australian identity.
• Students will collaboratively explore the complexities and evolving nature of Australian identity through a multicultural and historical lens.

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Success Criteria

By the end of the lesson, students will:
✔ Identify at least 3 different perspectives of what it means to be Australian
✔ Reflect on and refine their initial understanding based on new perspectives
✔ Participate in a creative task to represent an inclusive Australian identity

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Resources Needed

• A3 brainstorming paper (1 sheet per group)
• Sticky notes (multiple colours)
• Whiteboard/Smartboard
• Butcher’s paper or large poster paper for group gallery
• Markers, coloured pencils for drawing
• Printed quote cards (see below)
• Timer

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Hook / Introduction (10 minutes)

Silent Reflection & Quick Write (5 min)

• As students enter, play ambient sounds from different parts of Australia (e.g., bustling cities, bushland, beach).
• Prompt: “In your books, draw or list what comes to mind when you hear the word ‘Australian’. This could be words, places, people, symbols, behaviours.”
• Optional: Ask students to add a quick sentence—“To me, being Australian means…”

Quick Debrief (5 min)

• Invite a few students to share answers. Record repeated ideas on the board (e.g., footy, mateship, beaches, BBQ, freedom, ANZACs).
• Ask: “Do you think this view is shared by all Australians? What might someone from outside Australia think about this list?”

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Activity 1: Perspectives Brainstorming (15 minutes)

Mixed Perspective Brainstorming (Group Activity)

1. Divide class into small groups of 5.
2. Each group receives A3 paper with two columns: Internal Perspectives (within Australia) and External Perspectives (from outside Australia).
3. Each group also receives 5–6 “Quote Cards” with real or paraphrased viewpoints. Examples:
   • “Australia is full of opportunity.” – new migrant view
   • “To be Australian is to acknowledge and understand its Indigenous roots.” – First Nations perspective
   • “From overseas, Australians seem laid-back and sporty.” – international student’s view
   • “Australian identity is shaped by immigration.” – historian
   • “Being Australian is about choosing fairness and freedom.” – politician
4. Students read each quote and record under the correct category.
5. They then add their own ideas under each column, using coloured sticky notes for contributions.

🚦 Teacher Tip: Circulate and prompt deeper thinking—"Can an Australian identity mean different things to different people? Should it?"

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Activity 2: Reframing Identity (10 minutes)

Gallery Walk

• Groups hang their brainstorm sheets around the room.
• Students do a silent “gallery walk” reviewing other groups' work. Use a sheet of paper titled “My New Reflection” to make notes or sketch ideas that stand out.
• Teacher facilitates a pop-up discussion:
  • "What surprised you?"
  • "Was anything missing in your own group’s list?"
  • "How might this change how you define 'Australian'?"

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Activity 3: Creative Representation (5 minutes)

Drawing Australian Identity

• As a final task, students are asked to draw a symbol, person, or scene that now reflects what they believe Australian identity should look like, based on today’s discussion.
• These could include historical, cultural, natural or personal elements.
• They label their image with a sentence:
  “Being Australian means...”

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Plenary / Exit Ticket (5 minutes)

Class Debrief & Exit Tickets

• On a sticky note, students answer:
  • Before this lesson, I thought being Australian meant…
  • Now I think it also means…
• Collect these anonymously and use to inform the next lesson or create a classroom collage on perspectives of identity.

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Assessment Opportunities

• Formative observation of group contributions and engagement during brainstorming
• Quality and depth of reflections on the gallery walk
• Exit tickets provide tangible evidence of conceptual growth
• Visual representations can be used to assess understanding and empathy toward diverse perspectives

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Extension / Homework

Interview Task

• Interview someone outside of their immediate family (a neighbour, teacher, or family friend) and ask:
  • “What does being Australian mean to you?”
  • Encourage students to bring back the answers to share next lesson to enrich the diversity of perspectives

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Teacher Reflection

• Which perspectives had the most impact on student thinking?
• Were students able to challenge stereotypes and consider more inclusive views?
• Consider building follow-up lessons around colonisation, multiculturalism, migration stories, and national narratives to deepen inquiry.

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Differentiation

• Support: Provide image prompts or vocabulary banks for EAL/D students and those requiring additional scaffolding
• Challenge: Ask students to write a short persuasive paragraph arguing what should be included in the national understanding of Australian identity

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Final Thought

This lesson encourages students to move beyond the standard symbols of 'Australianness' and challenges them to think critically, empathetically, and inclusively — developing not only their understanding of diverse perspectives, but also their ability to be active and thoughtful citizens in a multicultural society.