|
Core Learning Outcome |
CI 2.1 Students describe the
similarities and differences between an aspect of their Australian life and
that of a culture in the Asia-Pacific region. |
|
Students know: Cultural diversity |
aspect of their
Australian life and that of a culture in the Asia-Pacific region ·
shopping ·
home life of children ·
school life of children ·
food and rituals ·
family leisure ·
transport ·
dance/music ·
animals ·
stories ·
things made in each culture ·
clothing ·
games ·
pets culture in the
Asia-Pacific region ·
map identification of the Asia-Pacific region ·
cultural diversity in the Asia-Pacific region ·
identified culture defined by e.g. -
ethnicity (Balinese, Polynesian, Melanesian) -
heritage ( -
nationality (Chinese, Japanese) |
|
Students can: Investigating |
describe similarities and
differences ·
use reference materials (Access Asia) and
personal information to complete a table that compares an aspect of lifestyle
(eating and food rituals) ·
use an email pal to create an oral presentation
about similarities and differences of leisure activities done individually,
with peers and with family ·
create a pictorial representation on the theme of
‘getting around’ in an Asia-Pacific culture and the local environment ·
use large intersecting circles labelled ‘ |
|
Core Learning Outcome |
CI 2.2 Students explain how they
and others have different perceptions of different groups including families. |
|
Students know: Cultural perceptions |
different groups
including families ·
ethnic groups ·
sporting groups ·
social groups (Guides,
Scouts, environmental groups) ·
family or kinship groups, blended, extended
nuclear, one parent different perceptions ·
purpose of groups (belonging, safety, protection) ·
roles of members (carers, leaders, participants,
being cared for) ·
power associated with a group |
|
Students can: Creating |
explain ·
recount personal experiences with other groups ·
create a collage that synthesises the diversity
of family and or kinship structures in the class ·
develop and share representations of their perceptions
of their own family (concept map, annotated drawings) ·
create a web page that seeks the perceptions of
others about a group ·
use a mind map to
brainstorm perceptions of an unfamiliar group and compare these perceptions
with acquired information about how a member of that group views it |
|
Core Learning Outcome |
CI 2.3 Students participate in
diverse customs and traditions to identify how these contribute to a sense of
belonging to groups. |
|
Students know: Belonging |
groups ·
family ·
peer ·
social ·
school ·
ethnic ·
religious diverse customs and
traditions ·
celebrations and festivals (Vietnamese Moon
Festival, Divali, Jacaranda Festival, Samoan Teuila Festival) ·
commemorations (Anzac Day, National Sorry Day, a
mining disaster) ·
rituals (school assembly, Sunday roast, Sabbath
prayer, Maori Haka) ·
traditions (clothing, gift-giving, decorations) ·
customs (signs of respect, eye contact, roles of
older people, personal space, spoken and non-spoken language) ·
holy seasons (Ramadan, Lent) sense of belonging to a
group ·
signs and symbols e.g. -
use of places -
clothing -
music -
dance -
food ritual -
gift-giving -
language -
ceremony -
art ·
feelings e.g. -
feeling safe -
feeling valued |
|
Students can: Participating |
participate in diverse customs
and traditions to identify ·
engage in a cooperative process e.g. -
identify groups to which they belong -
identify groups other than their own -
engage with their own and others’ customs and
traditions (familiar and unfamiliar) -
create a range of concept maps that show what
things, actions and feelings are associated with a range of personal groups
(family, school, religion, interest) -
share concept webs with other students (pinboard, email chat) -
discuss similarities and differences -
analyse ‘sense of belonging’ for common elements
to conclude why people belong to groups |
|
Core Learning Outcome |
CI 2.4 Students identify how
their roles, rights and responsibilities change in different groups. |
|
Students know: Cultural change |
different groups ·
family ·
class ·
peer/friendship ·
sports team ·
music group ·
sporting teams ·
Guides/Scouts roles ·
leader/participant ·
oldest/youngest ·
allocated (scorer, catcher, scribe, reporter) ·
independent/dependent ·
work and play roles rights ·
protection/safety ·
happiness/enjoyment ·
confidentiality ·
having a say responsibilities ·
jobs ·
delegated responsibilities ·
social responsibilities (fair-go, respecting
rights of others) |
|
Students can: Communicating |
identify how their roles,
rights and responsibilities change ·
engage in a process to identify e.g. -
identify a range of personal groups to which they
belong -
list the roles they play in each group -
list the responsibilities and rights that are
attached to these group memberships -
look for similarities and differences -
explain how roles, rights and responsibilities
change according to group context (in my family I am responsible for my
little brother, at school I am responsible for getting along with my
classmates, and at cricket I am responsible for looking after the equipment) |
|
Core Learning Outcome |
CI 2.5 Students identify how
symbols, rituals and places reflect identities of different groups including
Aboriginal or Torres Strait Islander groups. |
|
Students know: Construction of identities |
symbols ·
personal (school badge) ·
cultural (costume) ·
religious (artefacts) ·
environmental (turtle totem of the ·
artistic (logos) ·
national (flag, emblems, slouch hat) rituals ·
school (assembly) ·
family (holidays, sitting at table for dinner) ·
religious (baptism, rites of passage, marriage) ·
cultural (naming ceremony, rodeo, Italian
Festival, Winton Poetry Festival, Prawn Festival) places ·
personal ·
local, natural, social and built ·
regional natural, social and built (waterways,
town hall, monument) ·
·
Australian natural, social and built (Ayers Rock/Uluru, World Heritage listings, Sydney Opera House,
federal parliament, Snowy River Hydro Scheme) different groups ·
families ·
social ·
ethnic ·
religious ·
recreational ·
Torres Strait Islander ·
Aboriginal ·
gender |
|
Students can: Reflecting |
identify how symbols,
rituals and places reflect identities ·
design a presentation (written or non-written) of
Australian places, rituals and symbols that represent a range of Australian
groups ·
locate a place (Uluru)
and identify a range of groups which value it for different reasons ·
identify a range of Australian flags, including
Aboriginal flags and Torres Strait Islander flags, and connect the symbolism
to the values of the group/s which identify with the flags ·
list the rituals associated with a particular
time (end of school year, graduation, Christmas, staff farewells, break-up
parties, carols by candlelight, awards) and interview groups to establish who
identifies with particular ones |