|
Core Learning
Outcome |
CI 4.1 Students investigate how
religions and spiritual beliefs contribute to |
|
Students know: Cultural
diversity |
religious and spiritual
beliefs in ·
religions
and spiritual beliefs e.g. - Christianity - Buddhism - Islam - Judaism - Hinduism - animism - groups within
religions (types of Christianity and Islam) - personal
belief systems - belief systems
outside an established framework ·
features of religions
and belief systems e.g. - interconnectedness
and diversity of spiritual beliefs among groups such as Indigenous belief
systems - symbols and
practices how religious and
spiritual beliefs contribute to ·
statistical
profile of Australians’ beliefs ·
religious
tolerance and acceptance of a common moral code ·
diverse
ethics on similar issues (gender roles, sexism, racism, ways of responding to
challenges) ·
how
Australian laws are underpinned by Christian heritage |
|
Students can: Investigating |
investigate ·
use an investigation model e.g. - collaboratively
frame questions about the topic - locate
reference materials, guest speakers, site visits for information - sort
information to answer focus questions ·
analyse data (what range of beliefs do Australians have,
what problems does this diversity create for Australians?) ·
report
conclusions (individual or small group project presentation) |
|
Core Learning
Outcome |
CI 4.2 Students design an ethical
code of personal behaviour based on their perceptions of cultural groups. |
|
Students
know: Cultural
perceptions |
ethical code of personal
behaviour ·
components and considerations e.g. - rules and laws
from a range of levels (local to United Nations’ charters) - society’s
expectations - personal
beliefs - religious
beliefs - rights,
responsibilities perceptions of cultural
groups ·
cultural
groups defined by ethnicity, gender, language, age, location, religion,
disability, physical appearance, peers ·
attitudes
towards material and non-material aspects of groups ·
views
shaped by personal and social values ·
relationships
between perceptions, actions and language |
|
Students
can: Creating |
design an ethical code of
personal behaviour ·
engage in a design
process e.g. - develop a
draft ethical code of personal behaviour based on models (teachers’ code of
conduct, familiar rules and laws, observations of other cultures) - apply this
code to given scenarios to test and assess its effectiveness (peer pressure
situation, bullying situation, contact with a person from an unfamiliar
group) - refine code by
reflecting on its effectiveness - share code of
conduct with others ·
create
a satirical or humorous code of ethics based on perceptions of a group (The
togetherness code, The seven habits of highly inclusive people) |
|
Core
Learning Outcome |
CI 4.3 Students debate how media
images concerning gender, age, ethnicity and ability reflect groups to which
they belong. |
|
Students
know: Belonging |
groups to which they
belong ·
family ·
community
(geographic, electronic) ·
cultural ·
subcultural (peer, youth culture, special interest group) media images ·
mode
(electronic, print) ·
purpose
(entertainment, information, advertising) ·
audience
(age, ethnicity, gender, location, socioeconomic status) ·
techniques
(use of sound, cropping, edited text, placement, visuals) media images concerning
gender, age and ethnicity ·
gender e.g. - advertisements
that target a product to a gender - stereotypes
created by imaging - selective
representation of gender roles ·
age e.g. - news reports
that create a negative image of young people - marketing
strategies that are specific to certain age groups - whether the
wisdom of the elderly is represented ·
ethnicity e.g. - tokenistic
approach to cultural representation - lack of
parallels to real-life experiences - unnecessary
media identification by ethnicity ·
disability e.g. - lack of
television representation in advertisements and drama - lack of
recognition of disabled achievements (sport) |
|
Students
can: Participating |
debate how media images
reflect groups ·
collect
a series of media images that aim to reflect a group to which they belong and
participate in a debate about the accuracy of these images ·
participate
in a formal debate of the question ‘Young people have been let down by the
media’ ·
using
the question ‘TV gives a false image of what girls like and can do’, take a
position on a agree/disagree continua on the floor and justify that position ·
given
a scenario of a board inquiry into ethnic representation in television
advertising, use given roles to debate views (of advertiser, regular viewer,
ethnic representative) |
|
Core
Learning Outcome |
CI 4.4 Students describe changes
resulting from cross-cultural contact on Australian and non-Australian
Indigenous cultures. |
|
Students
know: Cultural
change |
changes resulting from
cross-cultural contact ·
displacement
of land due to invasion ·
conflict
due to resistance ·
cross-pollination
of ideas through visitations ·
change
of lifestyle caused by new resources, products and ideas ·
loss
of identity due to European land use ·
refugee
status due to war ·
strategies
to respond to change e.g. - United Nations
Human Rights Commission - multicultural
policy - government
organisations to cater for Indigenous people - grass roots
Indigenous campaigns Australian Indigenous
cultures ·
various
Torres Strait Islander groups (local) ·
various
Aboriginal groups (local) non-Australian Indigenous
cultures ·
·
Amazon
indigenous groups ·
Inuit ·
Lapps ·
First
Peoples of ·
Dayaks ·
indigenous peoples of |
|
Students
can: Communicating |
describe changes ·
use
a table to present a comparison of effects and responses to a specific change
(European settlement on a specific Australian Indigenous group and one from
another global region) ·
use
electronic and print sources to locate grass roots campaigns by an Australian
and non-Australian Indigenous group (responding to issues associated with
land rights) and present information in a written or oral report ·
identify
an issue of cultural change that is common to Australian and non-Australian
Indigenous groups (health) and prepare a short paper/speech for a forum on
world Indigenous affairs ·
design
a web page that identifies a contemporary Australian Indigenous issue (native
land rights, education), define the issue of change that has caused it; and
highlight the links with a parallel issue in a global setting |
|
Core Learning
Outcome |
CI 4.5 Students express how
material and non-material aspects of groups influence personal identities. |
|
Students
know: Construction
of identities |
material aspects of
groups ·
music ·
artefacts ·
place ·
food ·
clothing ·
symbols non-material aspects of
groups ·
behaviours ·
values ·
education ·
attitudes ·
traditions ·
beliefs ·
heritages ·
stories,
myths, heroes, villains ·
norms different groups ·
family ·
peer
·
friendship ·
school ·
recreational ·
special
interest ·
ethnic ·
religious ·
location influence on personal
identities ·
sense of self e.g. - learning style - personality - likes/dislikes - abilities ·
sense of belonging
e.g. - feelings
(empowerment, powerlessness) - behaviours
(conformity, hiding behaviour) |
|
Students
can: Reflecting |
express how aspects of groups
influence personal identities ·
annotate
a photograph or picture of themselves with information that identifies and
describes material and non-material aspects of groups to which they belong ·
collect
and display artefacts, photographs etc. that represent the material and
non-material aspects of a group to which they belong ·
provide
affirmations about how personal behaviour or feelings are positively
influenced by that group ·
artistically
express the influences of a group on personal identity |