Professional Documents
Culture Documents
Key Concepts/Values
To understand there are different worldviews and religions around the
globe, as well as in the local community and the classroom. Year Level: Year 2
To respect the opinions, backgrounds and values of others.
To get along with all people.
That both animals and people, including children, have rights.
There is immense value in studying worldviews and religion at a primary level, as it promotes respect for differences from an early-age. This
produces empathetic global citizens who get along with all people. The Victorian Curriculum state It enables students to be more informed and
engaged at both a local and global level, supporting an understanding of the perspectives of diverse local communities and the beliefs and
practices of diverse traditions (2016). Acceptance of differences is increasingly important in todays world. Without understanding, incorrect
assumptions can develop, leading to uninformed citizens with little tolerance, and Webster and Ryan propose education should transform
society rather than maintain social inequalities (2014, p. 52).
Studying diversity helps students learning, as POLT claim students learn best when the teacher promotes a culture of value and respect for
individuals and their communities (DET 2016). It is important that students are aware of the vast diversity of cultures represented within our
country. The Australian Curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the
development of inclusive attitudes... (ACARA cited in Dyer 2013, p. 427).
Teaching religion in primary school can be contentious, as Harvie states "religion and politics are obviously controversial and debatable topics"
(2016, 0:35 secs). Therefore, we include a note for parents prior to this program. We have aimed the lessons at Year 2, as we believe they have a
greater capacity for understanding more difficult concepts. ACARA confirms that Typically by the end of Year 2, students: describe ethical
concepts, such as right and wrong, honesty, fairness and tolerance (cited in Dyer 2013, p. 427).
Teachers should not push their own ideals onto students, but rather give them a wide-range of information on different cultures and values. As
Gilbert affirms Teachers do need to provide for alternative viewpoints and possibilities of conflict, as well as opportunities for students to
change their minds as they engage with new information and differing perspectives (2014, pp. 68-9). This enables students to become critical
thinkers, one of the key values of teaching humanities.
Differences can be found within the classroom, therefore we have included a special person incursion, so students can share their identities with
the class. As Gilbert proposes Connectedness can range over a wide variety of contexts, such as: bringing the community into the school
(visiting speakers) and taking students into the communitySeeing the school as a communityReflecting on self in the world (2014, p. 70).
We included principles of human rights and democracy, as Dyer claims human rights are considered universal with all people entitled to them
regardless of race, culture or religion (2013, p. 421), and informs of the rationale for including human rights in the curriculum is that they are at
the core of what it means to be human (p. 420). As we become a global community, respect for differences becomes increasingly important. The
Melbourne Declaration states Global integration and international mobility have increased rapidly in the past decadeThis heightens the need
to nurture an appreciation of and respect for social, cultural and religious diversity (2008, p. 4).
Teaching compassion and understanding gives hope that we can live in a more peaceful world, as Harvie states "At the end of the day, it's about
loving yourself and loving others, whoever and whatever you believe in" (2016, 32:02 secs). It is vital to begin this process early in a childs
education. Dyer confirm this is a school responsibility proposing Teachers play a pivotal role in educating to this vision to build active and
informed citizens (2013, p. 422).
History Who the people in their family are, describe where (VCHHK058) Identify perspectives about changes to daily life from (VCHHC055)
they were born and raised and how they are related people in the past or present.
to each other and how their stories are
communicated and shared. Identify examples of continuity and change in family (VCHHC056)
life and in the local area by comparing past and
Differences and similarities between students' daily (VCHHK061) present.
lives and perspectives of life during their parents and
grandparents childhoods, including family traditions,
leisure time and communications.
How they, their family, friends and communities (VCHHK062)
commemorate past events that are important to
them.
Geography Representation of the location of places and their (VCGGK063) Identify and describe the features of places at a local (VCGGC057)
features on maps and models, including a globe, and scale and how they change, recognising that people
the location of the major geographical divisions of describe the features of places differently.
the world in relation to Australia.
Describe and explain where places and activities are (VCGGC058)
Definition of places as parts of the Earths surface (VCGGK064) located.
that have been given meaning by people, and how
places can be defined at a variety of scales. Identify how people are connected to different (VCGGC059)
places.
Connections of people in Australia to other places in (VCGGK065)
Australia and across the world.
Collect and record geographical data and information (VCGGC060)
from the field and other sources.
Listen to others ideas, and recognise that others may see things differently. (VCPSCSO012)
Ethical
Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so. (VCECD002)
Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved. (VCECD003)
Reasoning
Consider how reasons and examples are used to support a point of view and illustrate meaning. (VCCCTR006)
Intercultural
Cultural Practices
Identify what is familiar and what is different in the ways culturally diverse individuals and families live. (VCICCB001)
Describe their experiences of intercultural encounters in which they have been involved. (VCICCB002)
Cultural Diversity
Identify and discuss cultural diversity in the school and/or community. (VCICCD003)
Imagine and explain what their responses might be if they were placed in a different cultural situation or setting. (VCICCD004)
Others:
Drama
Week 1 6. Basic child rights (UNICEF). Democracy/Class rules and duties Activity: Job Chart for (VCECD002)
classroom duties
Session 1: Class representative (VCCCTR006)
7. Basic animal rights. Vote for Class representative. Explain how
majority rules, use correct terminology during (VCPSCSO012)
8. How democracy works in the classroom, voting process. This follows the UN Convention on
the Rights of a Child (UNRC) Article 12 You have
incorporating local/global perspectives.
the right to give your opinion and for adults to
listen and take it seriously (UNICEF n.d.).
Session 2: Geography
Students continue working on presentations.
Session 3: Geography
Groups orally present to the class.
Week 3 3. Basic geography of different Mapping activity YouTube: The Geography (VCGGC057)
countries/cultures Song 2015
(landforms/landmarks/flags/position on Session 1: Geography https://www.youtube.co (VCGGC058)
the globe). Students watch the YouTube clip The Geography m/watch?v=_pOKoIAnybg
Song. Then are given a map of the world on poster (VCGGC059)
size paper. In groups they are asked to name the 5
major oceans and show North, West, East and (VCGGC060)
South. If finished, they colour in the countries.
(VCGGC061)
(VCGGC062)
Session 2: Geography App: Stack the Countries
A session using the Stack the Countries iPad (iTunes 2016)
application. This is a trivia game and includes the
shapes of countries, maps and questions about
capitals and land-formations.
(Booktopia 2016)
Week 4 1. There are 5 Big Religions. Introduction to 5 Major Religions & Indigenous (VCICCD003)
Culture Book: Hannah the Henna
Helper by Klaire Pearson (VCICCB002)
2. Some of the cultural values of different These lessons incorporate UNRC - Article 30 You
countries have the right to practice your own culture, (VCICCB001)
(customs/traditions/foods/costumes). language and religion or any you choose.
Minority and Indigenous groups need special (VCAVAE021)
protection of this right (UNICEF n.d.).
Session 1: Hinduism
Read story Hannah the Henna Helper, which
introduces the concept of henna. Facilitate
discussion about henna, including where it
originates from and who practices it. (Amazon 2016)
(Preetha 2014)
(StepByStep Guide to
everything 2016)
Week 5 1. There are 5 Big Religions. Introduction to 5 Major Religions & Indigenous YouTube: Jesus Feeds the (VCICCB001)
Culture Five Thousand: New
Testament Stories: (VCICCB002)
2. Some of the cultural values of different Session 1: Christianity Animated Childrens Bible
countries Students to watch YouTube clip Jesus Feeds the Stories 2014 (VCICCD003)
(customs/traditions/foods/costumes). Five Thousand: New Testament Stories: Animated https://www.youtube.c
Childrens Bible Stories. A class discussion on om/watch?v=k6FbkPku
events will follow, students will make their own pdU
5. Some Indigenous cultures and customs. foil fish that will be displayed in the classroom.
Activity
(James 2016)
(Amazon 2016)
Session 3: Indigenous studies Book: Our Island by the
Read text Our Island to whole class. Discuss how children of Gununa and
the Indigenous identify with land and places. Alison Lester & Elizabeth
Students make sand art picture with paper, glue Honey
and coloured sand of a special place.
(Lester 2016)
Activity:
(Davis 2016)
Week 6 1. There are 5 Big Religions. Introduction to 5 Major Religions & Indigenous YouTube - Something (VCICCB001)
Culture from Nothing 2012
https://www.youtube.co (VCICCB002)
2. Some of the cultural values of different Session 1: Judaism/Puppet m/watch?v=Hgf30cKgUo0
countries Watch Something from Nothing, followed by class (VCICCD003)
(customs/traditions/foods/costumes). discussion.
Talking points include: (VCPSCSO012)
- What clothing were the characters
wearing, including children? What were
the differences between what the
boys/girls were wearing? Draw attention Activity:
to the hats (Kippot) and explain this is part
of Jewish culture.
Session 2: Puppet
Week 7 2. Some of the cultural values of different Exploring differences YouTube: Hello to All the (VCHHC055)
countries Children of the World
(customs/traditions/foods/costumes). Session 1 & 2 (2 hours): Incursion - Special Person 2014 (VCHHC056)
Day https://www.youtube.c
om/watch?v=2nYjGy_Z (VCHHK058)
4. How Australia became a multi-cultural Prior to incursion, send home a note about UG8
and multi-faith society. Special Person Day, suggest that visitors bring (VCHHK061)
any historic item or photos that are
special/important to their family culture to share (VCHHK062)
with other students.
(VCICCD003)
Play YouTube clip Hello to All the Children of the
World. (VCPSCSO012)
Together the student and their visitor will fill in an
interview sheet asking question about their Activity:
backgrounds/heritage (Immigration Museum
2016).
(Immigration Museum
2016, p. 17)
(Immigration Museum
2016, p. 18)
Session 3:
Students create a poster timeline, of their family
history using the interview sheet from previous
session. Display poster in class.
Week 8 2. Some of the cultural values of different Exploring differences and places Activity: Journal (VCHHK062)
countries https://museumvictoria
(customs/traditions/foods/costumes). Session 1: Journey activity (Adapted from .com.au/media/2018/p (VCGGK064)
Immigration Museum 2016, p. 12) yb_preandpostactivitie
Have a class discussion about times students have s.pdf (VCGGK065)
3. Basic geography of different travelled and had to pack bags. This could even be (Immigration Museum
countries/cultures for a weekend away not far from home. If a (VCGGC058)
2016, p. 12)
(landforms/landmarks/flags/position on student has never packed a bag, then talk through
the globe). the concept, and get them to imagine a journey. (VCGGC059)
Questions to consider are
- Where did you go? (VCPSCSO012)
- What did you take?
- Who went with you? (VCICCB001)
- How long did you stay? (ClipArt Best 2016)
(2016, p. 12) (VCICCB002)
Session 2: Make contact with another student Activity: Pen Pal Schools
from that country website
Teacher to sign class up and get a class code from https://www.penpalscho
Pen Pal Schools website. Students each get the ols.com/courses/world-
code and locate a pen pal from their chosen explorer
country. Start to write a letter, showing pen pal
what is in their suitcase from last lesson, and ask
pen pal what else they might need to bring to
their country and why.
4. How Australia became a multi-cultural At the conclusion of the presentation students will
and multi-faith society. be able to explore the museum.
(Immigration Museum
2016)
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