Why can’t children vote?
Why does the government have so much power over us?
Why do people without jobs get paid when that’s not the case in other countries?
Why does the government allow people to cut down so many trees?
Why don’t refugees have the right to get citizenship and vote in Australia?
Why is Adani allowed to destroy the Great Barrier Reef?
Why can’t everyone have the right to citizenship?
Why can’t teenagers vote if it is their future? Shouldn’t they decide for themselves?
Do you trillionaires feel responsibility or the need to do something good for the world with all that money?
Who was the King of England?
What happens in Parliament?
Can the government make laws whenever they want?
What would happen if we didn’t have a government?
Why are some Australians so foolish to vote for a bad prime minister?
Why can’t kids drive cars?
Who was the first Governor General?
When was the first law made in Australia and who made it?
What is it about the Democratic Party and the Republican Party in the US?
Who was the first Queen of England?
How much power does the government have?
How does the voting system work to elect the Prime Minister?
Who made school days?
Why do Prime Ministers always seem to be so rich?
Who invented the idea of a government?
Why are there so few women in government?
These are the questions that occupy our young people's minds in Class 6. Their desire to connect the dots from what they overhear adults talking about, and to deepen the quest, is a wonderful step beyond the small world of interest in clothes, screen time and peer groups for the 12-year-old child. We emerged from this Main Lesson with sense of belonging to Australia and its living democracy, along with a profound understanding of privilege, especially when applied to the Australian Citizenship test — I am happy to report that everyone "passed" it!
To bring the topic to a close, the students were asked to design a new flag for Australia based on similar endeavours in New Zealand not so long ago. Their designs represent a deep reflection about the symbolism contained in national flags, which is in our case arises out of the children's desire to be inclusive, to show a sense of place and belonging. I imagine they would like to wave their own flags at the next Olympics!
Anja Grapentin
Class 6 Teacher
Why does the government have so much power over us?
Why do people without jobs get paid when that’s not the case in other countries?
Why does the government allow people to cut down so many trees?
Why don’t refugees have the right to get citizenship and vote in Australia?
Why is Adani allowed to destroy the Great Barrier Reef?
Why can’t everyone have the right to citizenship?
Why can’t teenagers vote if it is their future? Shouldn’t they decide for themselves?
Do you trillionaires feel responsibility or the need to do something good for the world with all that money?
Who was the King of England?
What happens in Parliament?
Can the government make laws whenever they want?
What would happen if we didn’t have a government?
Why are some Australians so foolish to vote for a bad prime minister?
Why can’t kids drive cars?
Who was the first Governor General?
When was the first law made in Australia and who made it?
What is it about the Democratic Party and the Republican Party in the US?
Who was the first Queen of England?
How much power does the government have?
How does the voting system work to elect the Prime Minister?
Who made school days?
Why do Prime Ministers always seem to be so rich?
Who invented the idea of a government?
Why are there so few women in government?
These are the questions that occupy our young people's minds in Class 6. Their desire to connect the dots from what they overhear adults talking about, and to deepen the quest, is a wonderful step beyond the small world of interest in clothes, screen time and peer groups for the 12-year-old child. We emerged from this Main Lesson with sense of belonging to Australia and its living democracy, along with a profound understanding of privilege, especially when applied to the Australian Citizenship test — I am happy to report that everyone "passed" it!
To bring the topic to a close, the students were asked to design a new flag for Australia based on similar endeavours in New Zealand not so long ago. Their designs represent a deep reflection about the symbolism contained in national flags, which is in our case arises out of the children's desire to be inclusive, to show a sense of place and belonging. I imagine they would like to wave their own flags at the next Olympics!
Anja Grapentin
Class 6 Teacher
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