K-1+HSIE+T3+2014 

- identities and gathers information about the aspects of the cultural backgrounds of students in the class. - identifies cultural, spiritual and/or religious aspects of their family life - acquire information about other families and reflect on the similarities between their own family and other families - reflect on the characteristics that they all share that illustrate their ‘humanness’, eg emotions and feelings, likes and dislikes. || - Discuss the differences and similarities between students in the class. - Using a table on the smart board discuss and fill in the following columns: where I was born, where mum is from, where dad is from, how many siblings, how many pets, what colour skin, hair and eyes, how I get to school. - watch the following video [|India's poor students] - fill in all aspects of the table possible from this video - discuss where the children are going to school, how they get there, the conditions, how many students in a class and the similarities and differences between our school and theirs. - discuss what are some things that every single person has in common? eg feelings and emotions || - participate in activities that encourage cultural awareness, eg learning expressions and songs in other languages || - discuss who are Aboriginal people? - discuss what roles males, females and children play in aboriginal culture. (eg only males can play the didgeredoo) - Question: how do the aboriginal people communicate? what language do they use? (discuss the past when there were many different languages used by each tribe) Discuss Aboriginal English and where it is used today. - Read through [|Aboriginal English] and discuss. - Discuss when do you use hand signals? What do you think Aborginal people might use them for? - Watch the following video and discuss: [|Traditional Hand signals] ||
 * **Week** || **Focus** || **Content** || **Learning Plan** ||
 * 2 || Identifying and comparing characteristics || - compares their own characteristics with those of others in the class
 * 3 || Aboriginal family roles || - learn about the Aboriginal extended family and roles, both traditional and contemporary
 * 5 || The ways in which Aboriginal people express their culture. || -  learn about the Aboriginal extended family and roles, both traditional and contemporary

- participate in activities that encourage cultural awareness, eg learning expressions and songs in other languages || - Discuss how do aboriginal people express their culture. - what the following videos and discuss: - [|Body Painting with Aboriginal Children] - [|didgeridoo playing] - [|Aboriginal artist] - Look at the traditional symbols artists use and their meanings [|Art Symbols] - Get students to look at artworks (google images) and try to decode the meaning by looking at the symbols. ||
 * 6 || Different cultures through dance || - identifies the family life of others in their community and in other communities || Find the countries on a world map and watch the following videos:

[|Scottish Highland Dancing] [|New Zealand Haka] [|Aboriginal Crane Dance] [|Mexican Dancing] [|Spanish Dancing] [|Japanese dance]

Discuss: music, costumes, dance, purpose. Question: how does this reflect their culture?

Students take part in the tutorial learning to do the haka: [|Haka Tutorial] || - learn about, and share experiences of, events celebrated by students in the class and by students in other communities. || - discuss how your family celebrates Christmas. Question students what it means to them and the routines they have at Christmas. - Read the book 'Children around the world celebrate Christmas' - discuss and compare the traditions of other countries to what the students do on Christmas. || - communicates an understanding of how people in another country express their culture by mentioning some customs, practices,, symbols and traditions. || - discuss what are celebrations? Watch Skwirk> History & Geog> Celebrations> Types of celebrations - question: what celebrations do we have in Australia (list on whiteboard) - discuss what celebrations do other countries have eg Halloween - Question: do all cultures have the same celebrations? Do they celebrate birthdays in the same way? etc Watch Skwirk> History & Geog> Celebrations> how do we celebrate? - Students write the sentence and illustrate: I celebrate by. || - compare the students schooling experiences to that of children living in cities. - Fill in a table with the following columns: how we get to school, how many children in my class, how many children in my school, how long does it take to get to school, weekend hobbies.
 * 7 || celebrations and events || - contributes to class discussions about special events and holidays important to them. - communicates an understanding of how families express their cultures through customs, celebrations, practices, symbols and traditions
 * 8 || Celebrations in different cultures || identifies and demonstrates similarities between ways in which people express their culture eg celebrations usually involve music.
 * 9 || Children living in Australia and other countries. || - talks about other children in Australia and in other countries - listen to texts about the lives of other people, including children and families in other places and times || - discuss what it would be like going to a school in Sydney.

[|Japanese Children] Read over the following pages: schools, food, homework etc - compare with schooling in Australia. || - Question: do you know anyone who speaks any other languages? where might you hear people speaking other languages? - Discuss what other types of communication people use- body language and gesture and why. - Get the students to work in pairs and express a thought through using body language or gesture. The other student has to try and figure out what they mean. - Practise saying hello in different languages and compare and discuss the different sounds. [|Hello all around the world] || __**Cultural Diversity**__ ES1 CUS1-communicates some common characteristics that all people share, as well as some of the differences S1 CUS1.4- Describes the cultural, linguistic and religious practises of their family, their community and other communities
 * 10 || Language and Culture. || - identifies language spoken in the class and in the community, including Aboriginal languages- identifies words and expressions from other languages - observes and describes different forms of communication including body language and gesture || - Discuss: what language do we speak?
 * Subject Matter**
 * 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
 * <span style="font-family: Cambria,serif; font-size: 12pt;">events shared with class members and with families
 * Subject Matter **
 * <span style="font-family: Cambria,serif; font-size: 12pt;">cultural characteristics of families
 * <span style="font-family: Cambria,serif; font-size: 12pt;">groups to which students belong, including the family
 * <span style="font-family: Cambria,serif; font-size: 12pt;">significant people who belong to these groups
 * <span style="font-family: Cambria,serif; font-size: 12pt;">symbols used by different groups, eg badges, flags
 * <span style="font-family: Cambria,serif; font-size: 12pt;">similarities and differences between ways in which families express their culture, eg celebrations
 * <span style="font-family: Cambria,serif; font-size: 12pt;">languages spoken by other groups and families
 * <span style="font-family: Cambria,serif; font-size: 12pt;">different ways of communicating
 * <span style="font-family: Cambria,serif; font-size: 12pt;">customs and practices important to students, including celebrations
 * <span style="font-family: Cambria,serif; font-size: 12pt;">belief systems of groups and families in their community and in other communities
 * <span style="font-family: Cambria,serif; font-size: 12pt;">traditional and religious stories important to students, beginning with Dreaming stories
 * <span style="font-family: Cambria,serif; font-size: 12pt;">Aboriginal people’s relationship to the land.