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Focus question 5: How and where in the community can people join in?

Teaching and learning activities

Activity 1: Local government services (60 min) ESL Activity 1
Activity 2: Barriers to joining in (60 min) ESL Activity 2
Activity 3: Designing a brochure (60 min) ESL Activity 3
Assessment ESL Assessment

Activity 1: Local government services (60 min)

Handout 15

1a Explain to students that local government is usually called a council. Explain any local variations needed on this concept, for example, in New South Wales there are also Council Shires. Individually, students read 'Local council's services' (Handout 15).

1b Ask students, in the class groups they worked in for Focus question 1, to discuss and identify the links between their community group and Council services. Students can refer back to the posters and purposes of the groups on the display board.

Visits to, visitors and resources from the local council are a valuable source of student learning.

1c Add 'Local government' as a heading to the display of community groups and use streamers to 'draw' the links between local government services and community groups. Examples include support of State Emergency Service for community emergencies, eg floods, maintenance of courts for local tennis clubs and waste clearing for the Clean Up Australia Campaign (mentioned on the video). Discuss with students how local government supports citizens in the community.

Activity 2: Barriers to joining in (60 min)

2a On a large piece of paper, write 'Problems' on the left-hand side and 'Possible Solutions' on the right-hand side. Ask students to refer back to their feedback on help and hindrances towards their achieving the purpose of the group activity.

2b Students identify the hindrances that they believe would be the same for other people in the community, such as time. Discuss how other people's ability to participate in community groups also depends on many factors. Other factors include not knowing that some groups exist, language barriers, age considerations, availability of time, access to transport, and the cost of membership to some groups. List these ideas on the left-hand side of the paper.

2c Ask students through group discussion to identify and list ways they, community groups and local government could support people to join in. Some examples include advertising the groups in the local and school newspaper, translating information about groups into other languages, providing free community transport and some membership costs being reduced.

2d One representative from each student group feeds back their group's responses. These are added to the right-hand side of the paper and displayed. Discuss how realistic the suggestions are. Put an asterisk next to the most feasible ones.

Activity 3: Designing a brochure (60 min)

Handout 163a Ask students to design a brochure which illustrates what they have learnt about joining in. Display the brochure format on Handout 16 and discuss the format.

Students may need a reminder that brochures are bright and eye-catching, with illustrations to help communicate the message and minimal writing.

The brochures can be presented to the local council for display.


Collect the student journals, Handout 16 and the brochures and assess using the following criteria. The student can demonstrate an understanding of:

  • groups in the community
  • the ways people participate in groups
  • the rights and responsibilities of being members of groups
  • people's reasons for joining groups
  • the ways people can join in groups
  • how other people can be encouraged to participate
  • pluses (benefits) and minuses (costs) of groups in the community.

ESL activities

Back to 'Joining In - At a glance'

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