Professional Documents
Culture Documents
Literacy
Numeracy
ICT
Ethical Behaviour
Intercultural
Understanding
Sustainability
English
Draw connections between personal
experiences and the worlds of texts, and
share responses with others (ACELT1596)
Listen to and contribute to conversations
and discussions to share information and
ideas and negotiate in collaborative
situations (ACELY1676)
Use comprehension strategies to build
literal and inferred meaning and begin to
evaluate texts by drawing on a growing
knowledge of context, text structures and
language features (ACELY1680)
Identify the point of view in a text and
suggest alternative points of view
(ACELY1675
Create imaginative texts based on
characters, settings and events from
students own and other cultures using
Year Level
Achievement
Standards
English
They identify literal and
implied meaning
connecting ideas in
different parts of a
text.
They select information
, ideas and events in
texts that relate to
their own lives and to
other texts.
They demonstrate unde
rstanding of grammar
and choose vocabulary
and punctuation
appropriate to the
purpose and context of
their writing.
They select information
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Arts
Explore ideas and artworks from different
cultures and times, including artwork by
Aboriginal and Torres Strait Islander artists,
to use as inspiration for their own
representations (ACAVAM110)
Identify intended purposes and meanings
as they listen to music using the elements
of music to make comparisons, starting with
Australian music, including music of
Aboriginal and Torres Strait Islander Peoples
(ACAMUR087
Identify how the elements of dance and
production elements express ideas in dance
they make, perform and experience as
audience, including exploration of
Aboriginal and Torres Strait Islander dance
(ACADAR008)
Use voice, body, movement and language
to sustain role and relationships and create
dramatic action with a sense of time and
place
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Knowledge
English
Skills
English
Arts
Use voice, body, movement and language to sustain role
and relationships and create dramatic action with a sense
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LEARNING OUTCOMES:
English
Participate in class discussion, share their understandings and ask questions about what they want to know about
multiculturalism
Draw on literature from different cultures to explore commonalities of experience and ideas as well as recognise
difference in lifestyle
Determine important ideas, events or details in texts commenting on things learned or questions raised by reading,
referring explicitly to the text
Create and write a short story drawing on personal experience influenced by a family tradition
Write a research report using the appropriate text structure for a writing purpose and sequencing content for clarity
and audience impact
Participate in class discussion discussing relevant prior knowledge and past experience to make meaningful
connections to people, places, events and ideas
Mathematics
Effectively collect data to investigate the history of immigration in Australia
Construct a bar graph to reorganise data and develop the organisational skills to represent the data in different ways
Geography
Make meaningful connections to the people, place, events, issues and ideas associated around multiculturalism
Justify factors that influence peoples attachment to place, through reading stories and pictures
Describe the similarities and differences between their local place and places in neighbouring countries
Investigate the diversity of students who live in Australia and compare them among other students
History
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Make meaningful connections to the people, place, events, issues and ideas associated with Multiculturalism in
Australia
Develop an understanding of indigenous history and culture by exploring the role that indigenous people have played in
the development of what Australia is today
Identify individuals and groups from the past of diverse backgrounds who have contributed to the character
development of the student
Arts
Identify and explain choices in art making, including forms, styles and visual conventions in their artwork
use language appropriately such as expressions and choice of words with confidence when speaking in front of a large
audience
use voice, body, movement and language to sustain role in assembly in front of a large audience
Identify meaning and purpose in music from different social, cultural or historical contexts
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Task description:
Over this five week unit of work, students will explore the world around them as they investigate what multiculturalism is
and why it is important in Australia. Across the five weeks students will participate in class discussion, share their
understandings and ask questions about what they want to know about multiculturalism. They will also make meaningful
connections to the people, place, events, issues and ideas associated around multiculturalism and document it in their
writing journals after each lesson. At the end of the five week program students will write a report about their parents or
grandparents country and their culture. Students will need to use books and internet resources to collect information about
the countries of their parents or grandparents. The report must include topics of clothing, education, food, popular sports,
holidays and festivals. At the end of the report students will write down what multiculturalism is and what it means to be
Australian. The final rich assessment task for this unit will be an assembly item where students will dress up as a person from
which their parents or grandparents are originated from. Each student will do a cat walk in front of the school showing off
their costume. They will then walk up to the microphone and share some interesting facts about their culture demonstrated
in their finalized report. At the end of the assembly students will come together, holdings hands, singing the I am Australian
song.
Assessment Criteria:
Students will be assessed on their developing understanding of what multiculturalism is and why it is important in Australia.
In order for students to further develop their knowledge of multiculturalism, they will need to use metacognitive strategies to
think deeply into what they are learning, in other words think about their thinking. Students will be assessed on their ability
to effectively gather reliable information, justify the similarities and differences between other cultures, and make meaningful
connections to the people, place, events, issues and ideas associated around multiculturalism. Students will be required to
write a research report using books and internet resources to collect information about their parents or grandparents culture.
They will be assessed on their ability to demonstrate genuine knowledge of their selected culture, write using the appropriate
text structure, and how informative and accurate the content is. At the end of the five week unit of work there will be an
assembly item for students to embrace their culture and demonstrate to their school and parents what they have learnt
about multiculturalism and other cultures. The assembly will require students to use voice, body, movement and language
appropriately when presenting in front of an audience.
Assessment recording template:
During each lesson across the five weeks, the teacher will closely observe students as they further develop their knowledge
of multiculturalism and why it is important in Australia. The teacher will record observations of students through writing
anecdotal notes about how their knowledge of multiculturalism is developing. Students ability to effectively gather reliable
information and make meaningful connections to the people, place, events, issues and ideas associated around
multiculturalism will be observed across the five weeks. Checklists and rubrics will be used to record students level of
understanding.
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Feedback:
Students will be provided with immediate and constructive feedback from both the teacher and their peers during the unit of
work. The teacher will provide informal feedback through questioning and continuously conferencing with students. The
feedback received by the students during the unit of work will guide and improve student learning. The written research
report and assembly item will receive feedback through rubrics aimed at addressing students ability to demonstrate genuine
knowledge of their selected culture and their ability to perform in front of an audience.
Self-assessment:
During the unit of work students will continuously reflect after each lesson on what they have learnt. By using thinking
strategies such as PMI charts, KWL charts and Venn diagrams that are documented in their writing journal after each
lesson, students are able to reflect back on the learning to further develop their knowledge and skills. Questioning will
also be used by the teacher to guide student learning as it further develops student level of thinking and enables critical
thinking.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
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Learning Experiences
Week 1:
Lesson
1
English
History
Assessment For/As
Learning (Formative
Assessment)
Geography Checklist:
Observation:
- Students comprehend
the story during thinkpair and share
- Students make
meaningful connections
to the people, place,
events, issues and ideas
in the text
Resources
Whiteboard
Venn diagram
handouts
English Checklist:
Observation:
- Students participate in
whole group discussions
contributing relevant
questions and responses
to discussion.
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the questions
Provide children with a handout of a blank
Venn diagram. The children are to write
things that make us unique or different on
the outside parts of the circles and in the
middle write similarities that they share
Choose some students to share what they
have written down in the Venn diagram to
the class.
Week 2:
Lesson
2
English
History
ANHS STORY
Hook: Organise students in pairs to share where they
are from. Ask the class if anyone in their pairs have a
mix background they would like to share.
Introduction: We are going to read Anhs story about
what she might take to school on the special day
where student are to celebrate who they are and
where their families are from.
English Checklist
Observation:
- Students participate in
whole group discussions
contributing relevant
questions and responses
to discussion.
Whiteboard
A4 paper
Anhs Story
History Checklist
Observation:
Sequence:
- Students comprehend
the story during think Begin: Read Anhs story to the class
pair and share
Facilitate Whole Class Discussion (WCD). After
- Students make
reading Anhs story write the questions below on
meaningful connections
the whiteboard.
on how the people of
- Anh describes herself as an Aussie. What do
diverse backgrounds
you think it means to be an Aussie
have played in the
- What values and beliefs do you think that
development and
Australians share?
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Week 3:
Lesson
3
English
Art
English Checklist
Observation:
- Students participate in
class discussion
discussing relevant prior
knowledge and past
experience to make
meaningful connections
to people, places, events
and ideas
A4 paper
Student
colouring
pencils/textures
Four different
designed flags
Week 2:
Lesson
1
Sequence:
Begin: Read the Little Refugee to the class
Discuss the situations which Anh Dos family
encountered on their journey to Australia
Divide the class into groups of four and ask each
group to write a scenario in which people would
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Week 2:
Lesson
2
English
Mathem
atics
Computers
World map
Bar graph
graphic
organiser
Week 2:
Lesson
3
English
History
Week 3:
English Checklist
Observation:
- Students can determine
important ideas and
events of Indigenous
culture demonstrated in
the KWL charts
History Checklist
Observation:
- Ability to identify the
role indigenous people
have played in the
development of
Australian culture
through whole class
discussions
Education
assistant
Three parent
volunteers
Registered
representative
Parent consent
form
KWL chart
Reflection
questions
A4 Paper
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Lesson
1
Australian
invasion
scenario
Sequence:
Begin: Ask the students to cross off any of the
five most important things in their life that they
do not have anymore
Ask students to put their hands up if they have
zero things left, 1 thing, 2 thing and so on
Encourage students to share with the class what
they have lost and what they still have
Ask students to now make a list of the 5 most
important things to them living in a new country
as refugees
Students will think-pair and share their first list
and second list to another student then to a
group of four
Instruct students to write a short persuasive text
on how lucky we are to live in Australia and how
Australia is the similar and different to other
countries
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Week 3:
Lesson
2
English
PARENT/GRANDPARENTS RESEARCH
Hook: Display a range of pictures on the whiteboard
portraying different clothing and foods from other
cultures
Introduction: Today we are going to research the
country either parents or grandparents are from
focusing on three topics of research out of the
following; Clothing, food, education, landmarks,
housing, holidays and festivals
Computers
I Am Australian
lyrics handout
I Am Australian
music video by
the Seekers
Computer
Sequence:
Begin: Inform students that they are to use the
computers to research three topics, either being
clothing, food, education, housing, landmarks,
holidays and festivals.
Once students have collected the research they
are begin writing a draft written report on their
findings
Conclude: Choose a few students to share what
they have written in their draft report and what
they found interesting
Week 3:
Lesson
3
English
Music
Sequence:
Begin: Give each student a I Am Australian
lyric handout and play the song again
Write down the following questions on the
whiteboard for each student to answer in their
writing journals:
- What message do you think the artist is trying
to communicate through the music?
- What values and attitudes are being portrayed?
- Do the lyrics relate to the issues of cultural
diversity in Australia?
- Does the music add to the meaning of the
lyrics? How?
Students will now think-pair and share their
responses to the questions
Conclude: Choose a few students to share with
the class their responses and reasoning behind
it
Week 4:
Lesson
1
English
Geograp Introduction: We are going to read the text My
hy
Girrangundji and brainstorm how family traditions
have influenced people and their identity
Sequence:
Begin: Prompt the children after reading the
story with the following questions
- What is the boys relationship with the land?
- How are the values and traditions of the boy
developed?
- How significant are the events and activities to
the boys Australian identity?
Whiteboard
Writing journal
My
Girrangundji
story
Week 4:
Lesson
2
demonstrated in the
written short story
Diverse
classroom
activity sheet
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Week 4:
Lesson
3
English
Dance
Culture Infusion
group
KWL chart
Reflection
questions
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Week 5:
Lesson
1
English
Computers
Printer
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difference in lifestyle.
Sequence:
- Begin: Inform students to further research the
parent or grandparents country for 10 minutes
- Instruct students after 10 minutes they have to
finish writing their research report on the
computer using Microsoft Word
- Have each student print out their research
report
- Conclude: Choose a few students to read out
their research report to the class
- Inform students that they will use their findings
in the research report to present at the
assembly that they found interesting about their
country
- Give students a I Am Australian lyric handout
for them to read, memorise and rehearse for
Wednesday
Week 5:
Lesson
2
English
Drama
ASSEMBLY REHEARSAL
Hook: Play the I Am Australian song for students to
listen to
Introduction: We are going to rehearse our play for
the Assembly on Friday that will demonstrate what we
have learnt about multiculturalism in Australia
Sequence:
Begin: inform/remind students that they will be
strutting their stuff on a catwalk showing off
their costume in front of the audience
Have each student rehearse their catwalk
Have each student use a microphone to
Microphone
I Am Australian
song lyric
handout Student
writing about
their country
Week 5:
Lesson
3
English
Drama
Microphone
Costumes
I Am Australian
song audio
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Appendix 1
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Appendix 2
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Appendix 3
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Appendix 4
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Written Explanation
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Over the next 5 weeks this integrated program will focus on the inquiry question What is multiculturalism and why it is
important in Australia? This integrated program will support students in Year 3 to build on their knowledge of
multiculturalism in Australia. The purpose of multicultural education is to prepare Year 3 students for the responsibility of
citizenship by valuing and considering the cultural backgrounds of all people that make Australia what it is today (Dukes,
2006). An inquiry based learning approach will be utilised over the 5 weeks incorporating a range of different learning areas
such as English, Mathematics and Art, that will help students develop their personal and social sense of the world (Wang,
Kinzie, McGuire, & Pan, 2010). The framework for school aged care (FSAC) suggests taking a holistic approach to recognise
childrens physical, personal, social, emotional and spiritual wellbeing (DEEWR, 2011). The support of an integrated, holistic
approach will focus on childrens connections towards the world they live in as well as understand, respect and appreciate
the interdependence between people of different cultures (DEEWR, 2011). It is important through this program students
understand their own identity in order to understand and respect the identity of others (Arasaratnam, 2014). The aim of this
is to encourage positive attitudes towards childrens own cultural identity and provide them with the awareness,
understandings and skills in order to respect and appreciate other cultures other than their own.
This integrated unit of work will focus on the content descriptors and achievement standards from learning areas English,
Humanities and Social Science (HASS), Mathematics and Arts. Through the learning area English, students will draw
connections between their personal experiences, share their experiences with others, use comprehension strategies to build
literal and inferred meaning, and plan, draft and publish a research report. Students will be provided statistics of the number
of immigrants of each country that migrated to Australia. Through Mathematics, students will learn how to effectively collect
reliable information from statistics and reorganise it in a bar graph to identify further connections and possible reasons why
particular countries would have a high number of immigrants. This unit of work addresses HASS as students identify and
describe the similarities and differences between other cultures, providing students with the awareness, understandings and
skills in order to respect and appreciate other cultures. Students also research and participate in class discussions on how the
Australian community has changed and remained the same over time, and what role people of diverse backgrounds have
played in the development of this community. In order for students to further develop meaning into what they are learning;
Art (Drama, Music and Dance) is integrated into this unit of work. Through Art students are able to identify meaning and
purpose in music by listening to the words and discussing what they mean. An incursion has been included where students
experience a number of rich cultural dances. In this incursion students explore the background and history of dance, and how
the elements of dance can express different ideas. For the final rich task an assembly will be held for the students to
demonstrate to the school and to their parents what they have learnt about multiculturalism. This assembly requires
students to use voice, body, movement and language appropriately when presenting in front of an audience.
When planning this unit of work the Understanding by Design (UbD) approach was applied. Using the UbD approach assists
the teacher in clarifying learning goals, planning assessments of and for student learning, and creating effective and
engaging learning activities (McTighe, 2013). Planning a unit of work with an UbD approach ensures the teacher has clear
learning objectives and learning activities. It is important that the learning objective is clear to all students. If the learning
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objective does not make sense to a student they will not be as engaged into the learning activities as they will not
understand the purpose of it (McTighe, 2013). In order for students to have a goal they need to understand what the
objective is and how it can be achieved. The main focus of UbD is put on assessment and the requirement to be clear about
what is essential. In order to be clear about what is essential in assessment, UbD allows the teacher to reflect on why as
well as what they are doing. This allows the teacher to think deeply into their assessments and answer the main questions,
what do you want students to learn and why? Another model that can be used to guide planning and teaching as well as
support students thinking and questioning is the Murdoch inquiry model. The Murdoch model (Murdoch, 2010) provides a
clear guideline that outlines the phases of inquiry that effectively works to build on students previous knowledge. Identical
to the Ubd, the Murdoch model works in correlation with a range of learning areas to enhance a deeper and more meaningful
experience. By the end of the unit of work both approaches have the same goal. The goal is for students to come to
understand more deeply the big ideas and concepts of multiculturalism in Australia, such as cultural diversity, acceptance,
family and intercultural understanding.
Throughout this unit of work, formative and summative assessments have been used to provide information on student
learning. Formative assessment such as observations, questioning, discussion, graphic organisers, think pair share, and
peer/self-assessments have been incorporated in this unit of work. The reason why these types of formative assessment
have been included is because they all assist teachers in recognising how much learning is taking place and provides
information needed to adjust teaching and learning while they are still happening. Formative assessment is an ongoing
assessment throughout this unit of work as it allows teachers to monitor students on a day-to-day basis and provides
students with timely, specific feedback that they need to make adjustments to their learning (Myrick & Yonge, 2002). For
example, when students think-pair-share or participate in class discussion, they are sharing understandings and providing
immediate feedback to other students. Students are also questioning to further develop level of thinking and enable critical
thinking which is needed to achieve their learning objectives. Summative assessments such as checklists and rubrics have
been used to guide students on the outcomes required. The checklists and rubrics have been designed to address students
ability to write a research report using the appropriate text structure and to demonstrate genuine knowledge of
multiculturalism. Once the rubric is marked it will provide students with constructive feedback. Students will be able to
visually see what areas they excelled in and what areas need further improvement. At the bottom of the rubric will be space
for the teacher to write some formative and constructive feedback that will inform what the student did well and if
improvements are needed, how they can improve in the future.
During the unit of work students will continuously reflect after each lesson in their HASS writing journals on what they have
learnt. By using thinking strategies such as PMI charts, KWL charts and Venn diagrams that are documented in their writing
journal after each lesson, students are able to reflect back on the learning to further develop their knowledge and skills. At
the end of the unit of work in order to report to parents about the achievement of their child, their childs HASS writing
journal will be presented. Their HASS writing journal will show parents the learning journey of their child, what they have
learnt and any concerns with the development of their learning. If a student is demonstrating learning difficulty and needs
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extra support, parents will be informed through email, phone or in a meeting. By having anecdotal records, checklists and
rubrics addressing the development of student learning, parents are able to see evidence that supports the teachers claim
on either their child needing extra support or to be advanced to extension activities.
The goal of this unit of work is to increase awareness of multiculturalism in Australia, strengthen cultural consciousness,
strengthen intercultural awareness, and encourage critical thinking whilst providing a safe, acceptable and successful
learning environment for all. The lessons building up to the final rich task involve authentic activities that match real world
tasks through investigation of complex issues, collaboration with students, and reflection of student learning. The final rich
task assembly enables students to connect the knowledge they have gained from this unit of work and apply it to the real
world in authentic ways. This unit of work is built on the Australian values of freedom, justice, opportunity, and equality. This
assessment is about engaging in a rich performance task that students really care about and can be immersed with in a
meaningful experience. To conclude the assembly the class will sing together We are Australian by the Seekers. The lyrics
are filled with many historic and cultural references and is so popular that it is considered an alternative to the Australian
anthem. This song concludes a very rich and creative assessment that celebrates the diversity of the Australian society.
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