Many Voices
Level 2 Civics and Citizenship Focus

Introduction to Many Voices

In this module students explore how to be an active citizen at school, in their community and in their nation.  They look at the diverse beliefs and perspectives that people in the community hold and consider how to best acknowledge and address these differences.

All activities in this module are aligned to the Civics and Citizenship strand of the Australian Curriculum: Humanities and Social Sciences, Years 5/6.  

(Click here to see the Curriculum Links

The module focuses on developing intercultural understanding through the following learning objectives.  Students will:

This guide provides information about the four activities in this module:

These activities are complementary but can also be used independently.  Each activity is supported with suggested teacher-led introductory and concluding activities.  For the online components students can work individually, in pairs or as small groups.  These activities can also be adapted for use with a smartboard.

Activity 1: A Question of Choice

In this activity students explore four perspectives about what should be sold in a school canteen.  Students consider the different values and beliefs that underpin people's perspectives, before forming their own views.

Introductory Activity — Offline

Use the following questions with your students to explore the numerous decision-making bodies and processes relevant to your school:

Online Activity

Before commencing this activity, familiarise your students with how to navigate through the website.

Part A: Join the school assembly
In this activity students take on the role of students at a whole school assembly at Mount Eaton school.  The assembly is about the food that is sold in the school canteen.  Students move through pages and hear from four different students, each presenting a suggestion regarding food that should or should not be sold in the canteen.

Part B: Your chance to vote
They are asked to vote Yes or No to each of the four students' suggestions.

Concluding Activity — Offline

Focus students on the canteen at your school.  Ask students to work in groups to develop a set of recommendations on what should or should not be sold in your canteen.  Encourage students to provide reasons for each of their recommendations.  Ask each student group to present their proposals to the class.  You may also like to pass the proposed ideas to the canteen manager or other relevant authority in your school.

Activity 2: Managing Community Needs

In this activity students take on the role of a Community Services Manager at a local council and organise the roster for use of the community hall.  Students must consider the conflicting needs and expectations of different individuals and groups in the community.

Introductory Activity — Offline

Ask students to explore the concept of community by creating mind maps.  Working in groups, students should write and circle the word community in the middle of the page.  They then write any words that they associate with community around the central word, and use lines to link and group similar or related ideas.

Online Activity

Part A: The hall roster
In this activity students are asked to take on the role of the Manager of Community Services at Peoplevale council.  They will need to manage the bookings for the community hall, creating a roster for individuals and groups who want to use the hall.  Students need to meet the needs of as many different groups and people in the community as possible, but if not, they should note down the groups they will need to contact to discuss alternative options with.  Students may like to use a piece of paper to plan their selections.  The activity ends with some reflection/discussion questions.

Concluding Activity — Offline

As a class, research and create a directory of all the community groups in your area.  Share the resource with parents and the school community.

Activity 3: A National Decision

In this activity students explore types of religious dress and why people wear clothing associated with their faith.  They consider reasons for and against religious clothing and form their own opinion on the issue.

Introductory Activity — Offline

Challenge students to get creative and consider why they wear what they wear.  Ask each student to design and draw outfits that they would wear to three separate events, for example:

Ask students to write a short statement under each drawing explaining their choices.  As a class, discuss why people wear what they wear.

Online Activity

Part A: Religious dress quiz
In this part of the activity students are shown five images of people from different religious backgrounds.  They are asked to identify the religion each person follows.  Students are given the correct answer and an explanation after each question.

Part B: Why do you dress like that?
In this activity students watch three videos of people talking about wearing or not wearing clothes that are connected to their religious beliefs.  Each person is answering the question: Why do you dress like that?  Discussion/reflection questions are included after each video.  Students are then provided with information about laws and the Australian Parliament and asked to imagine the parliament is considering a law to ban religious dress in public places.

Part C: Have your say
Students are asked to consider some of the arguments for and against a ban on religious dress before expressing their own opinion in a persuasive text.

Concluding Activity — Offline

Ask students to consider a ban on any religious clothing and jewellery (e.g. cross pendants) at your school.  They should prepare arguments before participating in a class debate.  The Keeping it Positive rules may be useful for this activity.


Activity 4: Personal Action Pledge

In this activity students create and sign a personal action pledge, which requires them to reflect on their own behaviours and values for at least one week.

Introductory Activity — Offline

Discuss the term 'Think globally – Act locally' with your students.  Ask students what it means to them.

Online Activity

Part A: Make a pledge
In this activity students create a personal action pledge.  They consider and select six ways that they could change or improve some of their daily habits – at home, at school and in social situations.  Students download and save the pledge document, which is an editable PDF.  They select their options using a drop down menu.  Students need to print out their pledge forms prior to signing.  If you wish to complete this activity offline, you can use the reproducible version of the pledge form.

Concluding Activity — Offline

A week after signing the pledges, work with students to assess their achievement against the actions they identified.  As a class, discuss the following questions:

  • Was it harder or easier than you thought to keep your pledge?
  • What was easy to do? What was challenging?
  • How did it feel when you completed an action?
  • What difference can we as individuals make to the world around us?

  • Module Reflection

    You may like to use a reflection or self-assessment strategy to monitor student engagement with this module.

    Further Activity Ideas