K-2+HSIE+T1+2015

CUES1 Communicates some common characteristics that all people share, as well as some of the differences. || **S1 Outcomes** CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. ||
 * **Topic:** Identities ||
 * **ES1 Outcomes**
 * **ES1 Content**
 * talks about the characteristics that we all share, eg we all have needs, we all communicate using a language
 * identifies and describes their own characteristics, eg likes and dislikes, physical characteristics
 * identifies their own desires and abilities, and reasons for these
 * compares their own characteristics with those of others
 * recognises easily identifiable Australian symbols, eg Australian flag
 * describes the groups that individuals belong to, eg the class, the family group, friends, Aboriginal language group
 * talks about their own worth as an individual, eg I can use a wheelchair, I speak two languages


 * characteristics, desires and abilities of students
 * family languages
 * their own class and family groups
 * special events they celebrate
 * easily recognisable Australian and school symbols
 * groups that individuals belong to
 * recognisable differences between languages spoken in their neighbourhood
 * use of body language for communication
 * events shared with class members and with families.

identifies and describes the groups that individuals belong to, including family, class and school groups, sporting groups, a community, religious groups, a language group • identifies the significant people they know that belong to different groups • identifies events that they attend with a particular group, eg sporting, religious, hobby, leisure • locates and identifies the symbols and names used by family, school and community groups, eg surname, school flags, badges, community name signs • identifies the events and activities that are practised by people in another country, eg Korea, India, Japan,Sri Lanka • recognises the importance of flags and other symbols to cultural identity • gives information about their own family background, including the language/s spoken at home, religion/s, traditions, practices, customs, celebrations and stories • explains ways in which family members learn from each other about customs and traditions, eg through recounts, songs, dances, Dreaming stories • identifies characteristics that make another family different or similar to their own • identifies languages spoken in the school and other communities and participates in activities that involve using a different language • participates in activities that involve the communication of cultural symbols, practices and customs, eg music, song, artworks, dance • identifies local Aboriginal place names and stories about the land • listens to Aboriginal stories and songs and views Aboriginal artworks and dance.
 * point out that each person is an individual and also a member of different groups, including family, school, social and community groups
 * provide opportunities for students to talk about the ways families do things, eg family routines, rituals, likes and dislikes
 * provide situations that will emphasise positive relationships between individuals in the class, eg making friends, including others in games and play
 * integrate aspects of different cultures and peoples into the classroom resources
 * display examples of similarities and differences between students
 * use texts and images that include children of different cultural and ethnic backgrounds without stereotyping their behaviour
 * ensure that students observe positive role models of peoples from different backgrounds through sources such as photographs and videos
 * provide opportunities for students to communicate their perceptions of themselves through role-play, drama, artworks, observations. || **S1 Content**
 * groups to which students belong, including the family
 * significant people who belong to these groups
 * symbols used by different groups, eg badges, flags
 * different ways of communicating
 * customs and practices important to students, including celebrations
 * belief systems of groups and families in their community and in other communities
 * traditional and religious stories important to students, beginning with Dreaming stories
 * Aboriginal people’s relationship to the land.
 * point out the variety of groups to which students can belong and the symbols, languages, customs, practices and traditions that characterise these groups ||

[|I am me UOW ES1]

[|Families UOW S1]

ES1 S1 || **Learning Activity** || **Assessment** || - participates in sharing some of own cultural characteristics - explores perceptions of themselves about how they are similar and different. || • Students sit in a circle and take turns to say their name (first name, family name and the name they may be known as). Ask students to think about what their preferred name is and why they prefer it. Take turns to say their name and something about themselves, e.g. I have 3 brothers and sisters; I like playing ... ; I am proud of … • Continue with questions to encourage students to share some of their cultural background, their special abilities and desires.
 * **Week** || **Content**
 * 4 || - recalls names of class members

- Ask: how are we different to each other? What would our world be like if we were all the same? What is special about being different? - Read Clive eats alligators by Alison Lester. - Discuss how we all have likes and dislikes. Brainstorm and list likes and dislikes of the class. - Ask questions such as: do all people like the same things? Why or why not? Are some of your likes similar to those of others? - Give students a variety of images of different activities. As a class, discuss each picture. Students sort activities into ones they like and ones they don’t like. - Students draw a picture and explain orally or through writing what they like and what they don’t like ||  || - Discuss: - what is a birthday? why, how and when is it acknowledged? - Identify students’ birthdays and list on a calendar.
 * 5 || - participates in sharing some of own cultural characteristics || - Display a poster or read a story about a birthday

- Ask students born in each month to stand up - the students are counted. Get the student to paste their name on the calendar on their birthday. Students use the calendar to identify the day of the week on which their birthday occurs this year.

- Students draw a picture of themselves to show how they celebrate a birthday in their family. Ask: - do you go out to a restaurant to celebrate? - do you celebrate with grandparents, aunts and uncles? - do you have a cake? - do you get presents? - do you have a party? - do you go out somewhere special? - Explain that not everyone celebrates birthdays. Note: some religions and cultures do not acknowledge the date of birth as being significant. • Discuss special customs or traditions associated with a birthday. - Students present and briefly explain their drawing to the class. - Ask: what other special events do you celebrate? Discuss other celebrations inclusive of Christmas, Easter and other events with specific cultural or religious significance to students and the community in which they live. ||  || - Identify some of the languages spoken in the families of class members. If no other languages are spoken then explain that languages other than English are sometimes spoken in peoples’ homes - Read some Dreaming stories written for young students - Explain how story telling retains cultural traditions in different communities. - Share and discuss stories from the local community. These could be simple recounts of a particular event or a well known incident. Stories of particular people and their contribution to community and events could also be used. ||  || - For each story discuss features such as the title, cover illustrations and author. Ask students to predict what they think the story will be about. Identify what is the same and different in each story e.g. the use of pictures compared to photos, Gumbayniggirr words are inside English sentences in Gami’s place, and have been translated in My mob. Both stories are told from a child’s point of view about their family (the same family). - Identify some of the family members in each of the stories; both stories are about members of the same extended family - parents, grandparents, aunties, uncles and cousins, refer to information about the Muurraby Language Centre in Gami’s place and background information included on the tape of My mob. - Discuss what the term ‘mob’ means to Aboriginal people e.g. family or language group. Who is included in a ‘mob’ of extended family members? - Create a word bank of words about family, include words from other languages that students are familiar with and Gumbayniggirr words, where possible also include words from local Aboriginal language(s) e.g. grandmother, Gami, Granny, Nan, Nana, Nona. - Assessment: Discuss: Are all families the same? how are they the same, what do they do that is the same, how are they different, what do they do that is different? - Jointly construct a class chart to show how families are different and how they are the same, include specific aspects of language, traditions, members, customs, practices, family celebrations etc. ||  ||
 * 6 || compares own personal characteristics with those of others in the class. || - Identify places in the community where a language other than English is used e.g. food outlets, restaurants, markets, travel agency.
 * 7 || • identifies languages spoken in the school and other communities • participates in activities that involve using a different language • participates in activities that involve the communication of cultural symbols, practices and customs • identifies characteristics that make another family different or similar to their own || - Introduce the stories to students one at time (Gami’s place and My mob from the Big mob books for little fullas (BOS).
 * 8 || talks about the ways they are a member of their family. • identifies similarities and differences between families

identifies and talks about the lives of people in their family and community • identifies characteristics that make another family different or similar to their own. || - Read a book based on a family. - Initiate a class discussion on different families. Begin with the family portrayed in the story book and then have students respond with examples representative of different families. Discuss: - what makes up a family? - what activities do the family on the story enjoy? Discuss why these activities are important to the family in the story. Ask students to identify some activities their own families participate in. - Develop a list that includes social, sporting and cultural activities. - Students explain why these activities are important in their own families. - select one family member from the story book. What sort of person do you think they are? Use the photos for ideas and list describing words (adjectives) on a word bank. Are they happy, kind, friendly? Identify some of the characteristics of own family members and record. - how are families different? Generalise the discussion to encompass a wide range of families.

ES1 Students write their own name in the ‘Me’ circle, draw or write each family member in the next circle, their friends in the next circle and lastly people they know, but do not consider friends e.g. teachers, bus driver, in the outside circle. Teacher leads a discussion where students will be asked to explain their role in the family and then discuss similarities and differences between families of other students.
 * Assessment Task:**

S1 Students construct their own illustrated (drawings and magazine cut outs) mind map, with labels to show features of their family’s identity and how their family is similar and different to others || **ES1 Assessment criteria** The student: • differentiates between immediate, extended family • differentiates between friends, other known people • identifies how they are part of their family e.g. son, brother • identifies families similar/different to their own and justifies • explains differences in all families (e.g. personal choice, ethnic background, location.

The student: • describes features of their family • identifies language(s) of family members • identifies some important traditions and aspects of their family culture, including language(s) spoken • communicates aspects of family customs • selects and illustrates some special family celebrations • explains some similarities and differences between families. || - Display images and lead a discussion about greetings: what they are? what is their place in society as a cultural ritual? e.g. shaking hands was to show that there was nothing in your sword hand. Greetings convey respect for the person you are greeting and help to establish positive relationships with people. - Discussion points: - why and when are greetings used e.g. at formal and informal occasions - how do people greet each other e.g. verbal/non verbal greetings such as a hug, kiss, handshake, bow, rub noses or combinations. how greetings differ between different people e.g. teacher, principal, your parents, your aunt, uncles, grandparents, friends - how greetings differ in different situations e.g. in the street, at a party, the local shopping centre, a wedding, at a church or temple - how greetings vary between age groups e.g. adults and children. - In pairs, or small groups, students role play: - how they greet someone in the morning - how they greet someone in the evening - how they greet their parents and grandparents. - how people in another (specific) culture greet each other formally and informally. - Record a list of different ways people say ‘Hello’ to each other around the world. ||  ||
 * S1 Assessment criteria**
 * 9 || • identifies and uses greetings from own family and community • communicates an understanding of how people in another country express their culture through greetings || - Display images of people greeting each other. Include images from different cultures.
 * 10 || • identifies some Australian icons and symbols • learns the words to the Advance Australia Fair

participates in activities that involve the communication of cultural symbols, practices and customs || - Look at the school badge or school emblem. What does it show? How is this symbol representative of our school community now and in the past? What is the purpose of the school badge/emblem?

- Discuss: where do we live? What country do we live in? • Ask: what (symbols) do people recognise as Australian? e.g. kangaroo, koala, wattle, didgeridoo, Harbour Bridge, Opera House, Australian flag.- - Display a large outline map of Australia. Give students a strip of paper to write their name and decorate it with their own symbols of Australia. Students paste these onto the large outline map of Australia to show that we all live in Australia.

- ‘Advance Australia fair’. Inform: When a representative of a country wins international competition, and at the beginning of a national sporting event, the national anthem of the country is played. Australia’s national anthem is ‘Advance Australia fair’. - Discuss the meaning of ‘Advance Australia fair’. How does the national anthem represent all Australians? • Learn the words of the national anthem, including the second verse. ||  ||