1. Why is it important for students to appreciate the various cultural or religious backgrounds of groups that make up the Australian Nation? VELS Level 2

2. Why is it Important? 'Multicultural policies seek to create an environment in which the vibrant diversity of the cultures which now co-exist in Australia can be accepted and shared, in that way the richness of our diverse origins can contribute - as indeed they are already - to an evolving, but distinctive Australian culture… multiculturalism seeks to ensure that traditional values, views and systematic arrangements do not prejudice the rights of the individual, nor function to the social or economic detriment of society as a whole… Multicultural policies make a contribution towards a better Australia… where all Australians get a fair go, where the contribution of different cultures is valued, and where everyone is able to contribute their skills and talents to improving our Nation.’ National Agenda for Multicultural Australia, 1989

3. In order for students to be aware of and accepting of different cultures and religions, they must have a knowledge of them. It is our job as teachers to provide them with this knowledge, as we can’t assume that all students have been exposed to different cultures or religions in their home lives. As teachers we must educate our students so that they may become 'Global Citizens’. www.oxfam.org.uk

4. ‘What happens during children's earliest years shapes whether they become open to or fearful of people with different skin colours and customs. It determines whether children learn to feel proud or ashamed of their heritage’ (Chang, 2006). As teachers of the younger years, it is vital that we encourage our students to ‘celebrate and value diversity and to be proud of themselves and their family traditions’ (Gonzalez-Mena, 2009). http://www.theage.com.au/news/business/indian-telcos-give-voice-to-the- illiterate/2006/08/06/1154802756968.html http://www.hdcinternational.com/

5. Links to VELS Civics and Citizenship: As students work towards the achievement of Level 3 standards in Civics and Citizenship, they identify the range of groups to which they, their family members and their class belong. They begin to appreciate the similarities and differences between individuals and groups, including the language, cultural and religious groups which make up the Australian nation. The Humanities: By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist. They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities http://www.maroochync.org.au/article/view?category=Settle ment%20services%20program

6. Links to SOSE History: A brief look at migration, mainly focusing on the migration of students families Geography: Students observe where in the world classmates have migrated from. Globe used to illustrate the various countries around the world and the continents they are part of http://www.betterworldlinks.org/about.php

7. Initiatives and Activities Racism No Way! http://www.racismnoway.com.au/ Making Multicultural Australia (DEECD) http://www.schools.nsw.edu.au/learning/yrk12foc usareas/cucommrel/clresources.php Oxfam – Global Citizens http://www.oxfam.org.uk/education/gc/files/educa tion_for_global_citizenship_a_guide_for_scho ols.pdf

8. Around the world in 30 days Students explore the world from their classroom learning about countries traditional culture (music and dance), language, food, native animals and dress.

9. Fun in any Language 'Round The World With Ways To Say Hello’ By Hap Palmer Hola, hola, (OH-lah) says hello in Spanish Hejsan, hejsan, (HEY-sun) that's the word in Swedish Jambo, jambo, (JAHM-boh) says it in Swahili 'Round and 'round the world we go with ways to say hello Bonjour, bonjour, (bohn-zhoor) says hello in French Privet, privet, (preev-YET) that's the word in Russian Ni hao, ni hao, (nee how) says it in Chinese 'Round and 'round the world we go with ways to say hello There are oh, so, many friendly ways Every language has a word or phrase …

10. My Island Home The students will each decorate a page with photos, drawings, cultural symbols and stories that show their nationality and a bit about who they are. The pages will be compiled into a take home book.

11. Do you remember? A game of memory where students must match up the countries flag with its food and the way to say hello.

12. Learning Outcomes By the end of the unit students will be able to: identify the range of groups to which they, their family members and their class belong Show an appreciation for the similarities and differences between individuals and groups, including the language, cultural and religious groups which make up the Australian nation Locate countries to which they have links on a globe VELS http://www.kulone.com/AU/Event/1889154-'Kaleidoscope'-Free- food-entry-concert-Multicultural-night

13. Social Learning Socially: Students will have better understanding on how to be aware and respectful of individuals cultural or religious differences. They will also have a greater appreciation for the variety of cultures in Australia and how to interact with people who’s values or experiences may differ slightly to their own.

14. Emotional Learning Emotionally: All students will feel accepted despite their religious or cultural background. Students will feel comfortable with their racial identity. Students will learn that discrimination based on race or religion is wrong. http://www.istockphoto.com/stock-photo-5958280- multicultural-children-make-a-valentine-heart-love-for- mothers-day.php

15. Cognitive Learning Cognitively: Students will have a better understanding of the various cultures of the world. Students will be able to locate various countries that either they or their classmates have links to on a globe. http://www.heraldsun.com.au/opinion/many-hands-shape-us-all/story-e6frfhqf-1226001862932

16. Links to other curriculum areas ART: Every country has a special way of creating art using specific tools and techniques, these could be taught to students so they can create different pieces from around the world MUSIC & MOVEMENT: Learn different dances from around the world and dance to them with the traditional music LITERACY: picture story books from around the world, or if you’re lucky enough to have a multicultural group of parents, ask them to come in and share stories from the place they or members of their family migrated from or stories from trips they’ve taken around the world MATHS: Graphs of the different races or religions that are present in the class

17. Systems Thinking Aboriginal Australia White Migrations Migration Changes in the way we think and our values as a nation Broadened views lead to a nation of Global Citizens

18. Handy-Dandy websites http://www2.scholastic.com/browse/article.jsp?id=3757 List of bookshttp://www2.scholastic.com/browse/article.jsp?id=3757 http://www2.scholastic.com/browse/article.jsp?id=3908 Communicating with parents who can not speak Englishhttp://www2.scholastic.com/browse/article.jsp?id=3908 http://www.oxfam.org.uk/education/gc/files/education_for _global_citizenship_a_guide_for_schools.pdf Oxfam- teaching Global Citizenshiphttp://www.oxfam.org.uk/education/gc/files/education_for _global_citizenship_a_guide_for_schools.pdf http://www.dltk-kids.com/world/index.htm Facts and Gameshttp://www.dltk-kids.com/world/index.htm

19. 3 Questions 1.What would you do if teaching students about different cultures and religions divided the classroom rather than united it? 2.Some people believe that studying other cultures leaves little room for studying Australian history; if you agree, how would you overcome this? 3.Can you teach multiculturalism effectively if you have limited knowledge on other cultures and religions?