EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on People in our World

Year Level: 3/4

Duration: 10 weeks

UNIT TITLE: Celebrating the Cultural Diversity of Australia

STUDENT NAMES: Lucie Elizabeth Wigan (213022925) & Georgina Gunn (210691463)
Inquiry Question
Who are the people that have migrated to Australia, and how does their diversity influence our culture?

BIG ideas
People from many different cultures and backgrounds make up Australia.
These people bring diversity that enriches Australias culture on a local, regional and national level.
Exploring the stories and experiences of Australias people, enriches our understanding of our country.

Teaching proposal
This unit of work, Celebrating the cultural diversity of Australia, aims for students to develop an empathetic
understanding about the different people within Australia, and how their cultural diversity has impacted upon Australias
national identity. Furthermore, students will reflect upon the experiences of people who migrated to Australia, whilst
exploring the effects that their cultural attributes have had on Australias multiculturalism. In addition to this, students
will build upon key values such as empathy, respect, embracing differences, human rights, and belonging. We envisage
that through engagement with these values, students will be encouraged to become active, well-informed global citizens,
who have a strong appreciation and respect for cultural differences and values.
This unit uses an inquiry-based pedagogical approach to learning, where students are encouraged to take part in

investigations, in order to obtain more meaning from their learning (Hoepper, 2014, p. 46). Furthermore, Dyer (2014, p.
419) emphasizes that students are better able to engage with important ideas such as peace and human rights, through
relevant, inquiry-based learning experiences. The excursion to the Immigration Museum, allows students to develop an
empathetic understanding about the experiences of people who migrated to Australia, in turn contributing to a more
peaceful society. Cranby & Matthews (2014, p.263) believe that fieldwork activities positively contribute to learning,
through providing authentic and real life learning experiences. These inquiry based learning experiences are also
effective as they encourage learning through activities that promote curiosity and imaginative thinking (Wallace, 2016).
The learning activities throughout this unit of work encourage students to make real-world connections and to apply their
knowledge to help create a more harmonious Australia.
In relation to assessment, this unit of work predominately uses assessment for student learning techniques (AFL),
including conversations with students, visual arts, dance, role plays, and iPad or computer activities. Gilbert (2014,
p.100) emphasizes the importance of formative assessment (AFL) as it provides teachers with opportunities to give
students valuable feedback, and to evaluate student learning, throughout the learning process. This assessment
approach has being used throughout this unit of work to allow teachers to monitor student progress, and to make
necessary adaptations to ensure students are getting the most out of their learning.
The topic for this unit, Celebrating the cultural diversity of Australia is important, as exploring the cultures of different
people living in Australia, helps students to develop an understanding of Australia as a multicultural society. The inquiry
question for this unit Who are the people that have migrated to Australia, and how does their diversity influence our
culture? encourages students to learn about the people who live in Australia, and their differences. The term culture
refers to the specific practices and ways of life that people engage in and it is important that students develop awareness
and understandings of cultures outside their own (Hoepper, 2014, p.27). Throughout this unit, students investigate and
explore a range of different aspects of culture including; food, traditions, sport, clothing, art and celebrations. It is

anticipated that this knowledge will empower students to actively embrace cultural differences, and promote inclusivity
and belonging.
According to Gordon & Tudball (2014, p.300), it is essential that students develop the skills to act as well-informed
global citizens, in order to have a positive impact on our world. Throughout this unit of work, students form
understandings about people who have migrated to Australia, and learn about how they can embrace multiculturalism
and contribute to a more harmonious world. The learning activities throughout this unit focus on accepting and
embracing different cultures and beliefs, therefore encouraging students to work collaboratively towards developing
harmony on a local, regional, and national level (Welch, 2011).
In relation to the Victorian Curriculum, this unit of work focuses on Humanities learning areas for Level 3 and Level 4
including; history, and civics and citizenship (Victorian Curriculum and Assessment Authority (VCAA), 2016). In relation to
history, students learn about the backgrounds of people who have migrated to Australia, how and why they migrated,
and the significance of Harmony week (VCAA, 2016). In addition to this, this unit focuses on civics and citizenship as
students investigate the different cultures and groups within Australia, and how and why people participate within these
groups (VCAA, 2016).
We firmly believe that this unit of work will benefit students, as they will learn about the people that have migrated to
Australia, whilst developing an appreciation for the cultural attributes and diversity they have brought to our country.

Learning Intentions:

Key skills:

At the end of this unit, students will understand that:

At the conclusion of this unit students will be able to:

Develop an empathetic understanding towards people from

1. Australia is made up of people from different cultures other countries, and their cultures.
Explore key characteristics and differences between
(multiculturalism), and these people have contributed
to Australias identity.

cultural groups within Australia.

Engage in a variety of communication methods to express

2. People migrated to Australia in different ways, and for

different purposes.
3. There are many cultures within Australia, and these
should be actively explored and appreciated.

writing.
Ask thoughtful questions that contribute to
understandings.
Use effective research skills to obtain additional

4. It is important to learn about, and appreciate the

stories of people who have migrated to Australia.
5. There are many different cultural celebrations within
Australia, and these have different purposes.
6. People have different cultural attributes including,
food, clothing, traditions, sport and art. These should
be accepted and valued.

ideas including, iPads, role play, art work, dance and

information.

Assessment Evidence
Pre-Assessment:
Whole class discussion (multiculturalism): Teacher will facilitate an open whole class brainstorm and discussion
about the word multiculturalism. This assessment for student learning, will allow the teacher to identify students prior
knowledge about the topic, and will help to inform their planning about ideas that need further refining or any
misconceptions.
Standards Assessed: VCHHK074, VCCC007, VCICCD007, VCCCC007, VCPSCS0020, VCPSCSO022, VCCCTR016,
VCCCTQ010

Formative Assessment:
Assessment for student learning will occur constantly throughout this unit of work, to enable teachers to consistently
monitor where students are at, and where to next with their learning.

Class discussions and brainstorms: Class discussions will be facilitated most weeks as a way to monitor what
students have learnt, and what they still need to know.
Standards Assessed: The achievement codes assessed for the class discussions and brainstorms will be explicitly
linked to the Victorian Curriculum standards addressed each week (these are listed in the VC links section for each
week).

Multiculturalism artwork: Students create art representations about their views on multiculturalism.
Standards Assessed: VCHHK074, VCCCC006, VCCCC007

Cultural diversity advertisement: students create advertisement about cultural diversity within Australia.
Standards Assessed: VCHHK074, VCHHC068, VCCCC007, VCCCTR016, VCICCD008, VCPSCSO022

Famous athlete role play: Students explore the reasons why people travel and live in Australia, and the
influence of sport on Australian culture.

Standards assessed: VCHHK074, VCCCC007,

Mosaic artwork: Students will create and present mosaic artwork to the class that has a message on it about a
value that is important to them.
Standards assessed: VCICCB005, VCICCD007, VCICCD008

Summative Assessment:
Harmony Day Posters and pinwheels: For the assessment of student learning, students will create Harmony Day
posters, conveying the importance of Harmony Day. They will also create pinwheels where they will express their
individual beliefs about multiculturalism. These assessment activities will give teachers an overall picture of whether
students have grasped the learning intentions of this unit of work, including an appreciation of Australia as a culturally
diverse and multicultural country, and the need for us to embrace and accept cultural differences in order to live
harmoniously.
Standards assessed: VCHHK074, VCHHK076, VCCCC007, VCCCC006, VCICCD007, VCICCD007, VCICCB005, VCICCD008,
VCPSCSO021, VCPSCSO022

Victorian Curriculum areas covered in this inquiry unit related to Humanities

Discipline
History

Knowledge & Understanding

The role that people of diverse
backgrounds have played in the
development and character of the
local community and/or other

Code
VCHHK074

Skills
Describe perspectives of people from
the past

Code
VCHHC068

societies.

VCHHK076

Significance of days and weeks

celebrated or commemorated in
Australia and the importance of
symbols and emblems, including
Australia Day, ANZAC Day, Harmony
Week, National Reconciliation Week,
NAIDOC week and National Sorry Day

Civics &

Investigate why and how people

Citizenshi

participate within communities and

cultural and social groups.

Describe the different cultural,

VCCCC006
N/A

N/A

VCCCC007

religious and/or social groups to which

they and others in the community
may belong.
CROSS CURRICULUM PRIORITIES

Asia

Organising ideas

code

The role that people of diverse

VCHHK07

backgrounds have played in the

development and character of the

Organising ideas

code

Describe the different cultural, religious VCCCC007

and/or social groups to which they and
others in the community may belong.

local community and/or other

societies.

Identify how understandings between

Compare their own and others cultural

VCICCB0

culturally diverse groups can be

05

encouraged and achieved.

practices, showing how these may

influence the ways people relate to
each other.
VCICCD0
Explain the role of cultural traditions in 07
the development of personal, group
and national identities.
GENERAL CAPABILITIES

VCICCD008

Intercultu

Compare their own and others

VCICCB00

ral

cultural practices, showing

capability

how these may influence the

Personal

Examine the similarities and

and social

differences between individuals

capability

and groups based on factors

ways people relate to each

such as sex, age, ability,

other.

language, culture and religion.

VCPSCSO02
0

Describe what they have

VCICCB00

Describe the ways in which

VCPSCSO02

learnt about themselves and

similarities and differences can

others from intercultural

affect relationships.

experiences including a critical

perspective on and respect for

Identify the importance of

VCPSCSO02

their own and others cultures.

including others in activities,

groups and games.

Explain the role of cultural

VCICCD00

traditions in the development

of personal, group and

national identities.
Identify how understandings

VCICCD00

between culturally diverse

groups can be encouraged and

achieved.

Critical
and

Identify and use If, then

VCCCTR01

Ethical

capability

and what if reasoning.

creative
thinking

Discuss the ways to identify

VCECU006

ethical considerations in a range

of problems.

Construct and use open and

VCECD008

closed questions for different

VCCCTQ01

Discuss the role of personal

purposes.

values and dispositions in

ethical decision-making and
action.

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Learnin Activity & Resource
g
Intenti
ons

VC links

Lesson 1: Multiculturalism

VCHHK074

Learning Intention: There are people from many different countries, cultures, and backgrounds
that make up Australia (multiculturalism). These people are important to Australias identity.

VCCCC006

Activity: Whole class brainstorm about the word Multiculturalism (pre-assessment).

VCCCC007

Appreciation tree - students write what they are thankful for on an outline of their hand. We
collaborate these onto a classroom appreciation tree on display. Next show students YouTube
Clip: Multicultural Australia Embrace (stop at 2:15). Whole class discussion about the clip.
Introduce the word multiculturalism. In groups research multiculturalism and create individual
visual representations based on What does
multiculturalism mean to you? The visual
representations can be paintings, drawings,
models, diagrams etc.
Resources:
Multicultural Australia Embrace YouTube
Clip:
https://www.youtube.com/watch?v=KFrT-Zperg0
(Multicultural Australia- Embrace (short film),
2014).
Thankfulness Tree:
(Mann School Art Appreciation, 2015).

1,2

Lesson 2: Migration to Australia

Learning Intention: Form an understanding about why and how people migrated to Australia,
whilst developing an empathetic understanding of the emotions these people may have
experienced. Explore ways to ensure to help everyone feels a sense of belonging and identity
within Australia.
Activity: As a class read Anh Dos book The Little Refugee. Explore through a whole class
discussion, the emotions that Anh would have experienced both through his journey to Australia,
and whilst in living in Australia. The term cultural identity is introduced, brainstormed and
discussed as a class. Students break up into small groups and think about all the different
cultures that we have within Australia. They then work collaboratively in groups to create an
advertisement to portray the cultural diversity within Australia. The advertisement should have
a key message that relates to multiculturalism and belonging. Students can present this task in

VCHHK074
VCHHC068
VCCCC006
VCCCC007
VCICCD008
VCICCD007
VCCCTR016
VCICCD008

a format of their choice, including, artwork, TV script, drama performance or an animation.

VCPSCSO02

Students will perform their groups final product to the class.

Resources:
The Little Refugee Book (Anh Do)

(DO, 2011).

Lesson 3: Immigration Museum Excursion

1,2,3,4

Learning Intention: Where have Australias people come from, and what cultural attributes
have they bought to Australia? How have these people contributed to Australias national

VCPSCSO02
0
VCHHK074

identity?
VCHHC068
Activity: Students will expand upon their understanding and respect for multiculturalism within

VCGGK083

Australia, by visiting the Immigration museum. At the museum, students will go on a guided tour
where they will engage with stories of people who have migrated to Australia, where Australias
migrants came from, and the cultural attributes that they have bought to Australia. Throughout
the tour students will be encouraged and prompted to ask thoughtful questions that will help

VCICCD007
VCCCTQ010

further develop their knowledge about immigration. Students will observe and analyse a range
of real life artefacts that have been brought to Australia by people who have migrated here,
including games, musical instruments, clothing, and machinery. Students will also have an
opportunity to take part in the Pokmon challenges (Asian influence on Australia), watch a
cooking demonstration (Asian, Mexican or Italian), and sample some international foods from the
market style food stalls.
Resources:
Immigration Museum Website (link for planning excursions):
https://museumvictoria.com.au/immigrationmuseum/learning/school-visit-information/

Cooking class demonstration

Pokmon Challenge

Fieldwork Day 2 Photos: Immigration Museum

Image A: International passport wall
Students will closely analyse the various passports on the wall, and will try to identify in groups
as many countries passports as possible. Teachers will facilitate discussion with students.
Questions: Why do you think they have displayed all these passports here? What countries

VCCCTR016

passports have you identified?

Image B: Traditional clothing from Thailand

Students will look carefully at the clothing and see if they can identify differences or similarities
between these outfits and the clothing they wear in their individual cultures. Teacher will ask
questions including; What country do you think this clothing has originated from? Why do you
think this?

Image C: The Highland fling

Students will carefully analyse this highland fling and will make predictions about its country of
origin, and what it is used for. Teacher will ask questions including, what do you think this
artefact is? What country do you think it has originated from? Why do you think it is important for
cultural identity?

Image D: Sewing machine

Students will look closely at this artefact and try to identify what it may be. Teachers will ask
questions including, What do you think this machine may be used for? How do you think people
who migrated to Australia may have influenced the fashion industry?

1,5

Lesson 4: Cultural Traditions

VCHHK074

Learning Intention: People who have migrated to Australia have brought with them many

VCICCB005

different cultural traditions. These cultural influences have helped shape Australias identity.

VCICCD007
VCICCB006

Activity: Diversity Birthday Calendar

VCPSCSO02

Students will explore traditional ways of celebrating birthdays in different cultures. Students will

begin the class by sharing with each other traditions they carry out on their own birthdays. They
will turn to a partner and share these traditions.
The class will then watch a video on birthday traditions around the world. After watching this
students will discuss as a class what they noticed. What were some of the places mentioned?
What were the traditions? Do you do any of these? Have you been to a party where these are
done? How do they make you feel?
Students will then be creating a diversity birthday calendar based on a specific culture which will

be assigned to them. Each student will be creating their own birthday celebration page which will
be collaborated for display in the classroom as a birthday calendar. Each student is to research
the cultures traditional way of celebrating birthdays and will produce a poster that represents
that tradition.
Each student will have a photo of themselves (provided by the teacher), as well as their birthday
date on the poster.
These will be displayed in the classroom as the class birthday chart.
Resources:
Birthday Traditions Video:
https://www.youtube.com/watch?v=IWLGvaeDAlU
(Floss, 2014)
Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence
Learnin Activity & Resource

VC links

g
Intenti
ons
1, 3, 6

Lesson 5: International Foods

VCHHK074

Learning Intention: Australias food is influenced by different cultures

Activity:

VCICCB005

Part 1:
Class brainstorm- What foods do we eat at home?
Students create their own dice. Each student picks 6 foods (eg- lasagne, Spaghetti, Pavlova ect).

VCICCD007

They are to research each food and discover where it originated.

Then students will write out four multiple choice answers for each food. One food and its answers
will be on each face of the dice. Example- Lasagne is from A) Peru B) Australia C) Italy D) New
Zealand. This will be on ONE face of the dice.
Once all faces have been labelled with a food and its answers, students can find a partner and
play together, alternating turns and dice. They can keep a tally and see who can pick which food
is from where.
Part 2:
Students will be briefly research rice paper rolls and what culture they originated from.
They will then design and make their own chef hats relevant to Vietnamese culture (colour it the
colour of Vietnamese flag, include a traditional Vietnamese symbol etc)
As a class students will watch a short video on how to make rice paper rolls.
In small groups of 4, students will be making their own rice paper rolls. They will be following a
recipe provided. Students will practice eating their rice paper rolls with chopsticks.
Resources:
Part 1

(Australian Government Department of Social Services. 2016)

Part 2:
Recipe Vietnamese Rice Paper Rolls Video
https://www.youtube.com/watch?v=JAoUSF44yqY
Recipe Link:
http://www.kidspot.com.au/kitchen/recipes/vietnamese-rice-paper-rolls-346
(Kidspot kitchen, 2015).
1, 3, 6

Lesson 6: Sporting Influences

VCHHK074

Learning Intention: Sport culture within Australia has been influenced by people from other

VCHHC068

countries. Sport helps to unite people from a range of different cultures and backgrounds and

VCCCC006

people travel to and from Australia for sport.

VCCCC007
VCICCD007

Activity: Famous Athlete Role Play

Students will be exploring Australia's sporting culture and discovering where sports that
Australians participate in originated.
Students will begin the lessons by exploring some sporting legends via the Immigration Nation
website as a class. They will discuss where these legends came from? What sport they
participate in? How do they believe that sport has influenced Australia?
Students will then get into small groups and choose a famous athlete (they can be from
anywhere and play any sport). Each group will be required to research that athlete and the
history of the sport he or she plays.
They are to then develop a 2 minute role play that addresses the following:
-Who the athlete is with a brief biography (age, birthday, where they were born, cultural
background).
- What sport they play (history of the sport- where does it originate? When did it originate?
Where is it played now?).
-If athlete is NOT living in Australia, state a reason why they would travel to Australia.
-If athlete IS living in Australia, state why they love Australia.
Students will present their role plays as a group.
Resources:
Immigration Nation Webpage:
http://www.sbs.com.au/immigrationnation/interactive#/scene/Sport/Majak_Daw$Daw_intro
(SBS,2010)

VCPSCSO02
1
VCPSCSO02
2

1, 6

Lesson 7: Clothing from different cultures

Learning Intention: Clothing styles and fabrics found within Australia have been influenced by

VCHHK074

people from a variety of cultures and backgrounds.

Activity: Making Kente Cloths- Traditional Ghanian Textile

VCICCB005

Students will use iPads and or computers to spend time on the Talk Textile website. This
website explores different traditional clothing worn around the world. Students will be able to
make personal connections between the outfits they are learning about and if they have heard of

VCICCD007

them or seen them before.

The teacher will read The spider Weaver- A legend of Kente Cloth to the whole class.

VCPSCSO02
0

Discuss as a class; What did they notice? What inspired weaving patterns? Where did they see
Kente cloths being used? Who wears them? Do they have a purpose?
Students will then be asked to create their own Kente cloths. Teacher will guide through the steps
prior to beginning.
Resources:
Interactive Talk Textiles Website:
http://www.childrensuniversity.manchester.ac.uk/interactives/art&design/talkingtextiles/costume/
(University of Machestor, 2012)
Making Kente Cloths: http://kidworldcitizen.org/2014/06/24/ghanian-kente-cloth-kids-art-

VCPSCSO02
1

project/
(Pinterest, 2016)
The Spider Weaver- A Legend of Kente Cloth

(Musgrove, 2001).
1, 3,
4, 6

Lesson 8: Art from Different Cultures

VCICCB005

Learning Intention: Understanding the influence of different cultures traditional forms of

VCICCD008

artwork within Australia. Familiarises students with mosaic artwork that is found in Muslim culture VCICCD007
within Mosques. Explore the concept of unity through artwork.

VCHHK074

VCICCB006
Activity: Creating stepping stone mosaics

VCPSCSO02

Students will be shown pictures of artwork from a variety of cultures with the country's name. In

small groups, students will be given one picture. They are to research this particular art work and
discover what is the traditional form of artwork? What techniques does this culture use? Where it
is found or used within that culture? Where do we see it in Australia? What do they believe that
this particular artworks meaning is? The class will then join together as a group and discuss each
groups findings.
The class will the watch a short video on the art of mosaics. They will then discuss the video.
Has anyone seen a mosaic? Where? What culture do they originate? Where did we see mosaics
being used? What is their purpose? What makes them so beautiful? Is there meaning behind
each one?
Students will then be developing their own stepping stone mosaics using tiles. They will then
collaborate these stones to represent growth, unity and diversity. Students will be asked to
develop a mosaic that represents something important or meaningful in their life as they
consider the context that mosaics originated from (a place of worship and cleansing). It can be
anything, or any type of pattern but it must have meaning behind it. Students will be given a
variety of pictures of mosaics which they can refer to throughout the activity. Each student will
briefly present their mosaic to the class when complete before collaborating them.
Resources:

Mosaic YouTube Video:

https://www.youtube.com/watch?v=EQZ6UL_mXYk
Mosaic Tiles:
(The Mosaic Store, 2016)
Instructions for making stepping stones:
http://www.icreativeideas.com/diy-mosaic-tile-garden-stepping-stones/
(iCreativeIdeas,2016)
Images- In order left to right TOP (Africa, Australia, Islam), BOTTOM (China, North
America, Japan)

(GCPS, 2016),(Gyclli, 2016)

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?
Concluding, reflecting on and responding to the inquiry
Learnin Activity & Resource

VC links

g
Intenti
ons
1, 4, 6

Lesson 9: Celebrations-Dancing

VCHHK074

Learning Intention:

VCCCC006

Compare their own and others cultural practices for celebrations, identifying how these may
contribute to a multicultural society and unity.
Activity: Buchaechum (fan) Dancing

VCICCB005

Students will be asked to brainstorm in small groups traditional practices they carry out during
celebrations. They can record their thoughts onto butchers paper. Each group will present their
thoughts and teacher will record on the board.
As a group, the class will explore these practices and be asked when and where we perform
these practices? Are there any similarities or differences? This will begin students thinking about
multicultural practices and traditions held within Australia.
Students will then watch a short video featuring various dances carried out at weddings.
Afterwards students will be asked prompt questions such as; how they feel after watching the
video? Have they have seen any performed, if so, where? What did they see in the video? Why
do they think that particular dance is performed? Do they believe it carries any meaning? How do
you believe these types of dancing bring people together? This discussion will reinforce students
thinking that cultural traditions and dance are used for celebrations and unity.
Buchaechum Fan Making
Students will be exploring the popular Korean dance known as Buchaechum Dance, or
commonly, Fan Dance. Students will be asked to research fan dancing found in different parts of
southeast Asia, and compare these findings to Korean fan dancing. They are to focus on the FAN
itself, and compare shapes, size, decoration, materials and use between southeast Asian
countries.
Students will then be constructing their own fans using paper and other classroom resources.
They will be asked to decorate the fans with vibrant colours and relate it to their favourite things
about Australia. Once complete, students will present their fans to the class and discuss if they
believe there is any cultural relevance of their fan to people in Australia today, and why or why

VCICCD007
VCICCB006

not?
Buchaechum Dancing
Students will be learning and involving themselves in the traditional Korean dance Buchaechum
Dance. Students will be shown a video which will present a group of traditional Korean dancers
performing the Buchaechum dance. Students will observe and copy movements and body
gestures modelled by the dancers. In small groups, students will be asked to create their own
Buchaechum Dance routine using the movements learnt. Each group will be provided with iPads
where they can further explore Buchaechum Dance movement if necessary.
Resources:
Wedding Video:
https://www.youtube.com/watch?v=YiMWUHf3GN4
(KabulMY Heart,2016)
Korean fan dancing video:
https://www.youtube.com/watch?v=GWdwizX9LDg
(International Dance Festival, 2008)
Buchaechum fan making instructions:
http://www.education.com/activity/article/korean-fans/
Authentic Buchaechum Fan:

(Sonjjan, 2016)
1, 3, 5,

(Cho, 2016)

Lesson 10: Harmony Day

VCHHK074
VCHHK076

Learning Intention: Developing an understanding of harmony and what it means to live in a

VCCC006

multicultural country such as Australia. By relating knowledge of multiculturalism within

VCCCC007

Australia to personal beliefs and feelings. Students will begin to express their opinions about

VCICCD007

multiculturalism and living in harmony.

VCICCD008
VCICCB006

Activity: Pinwheel Making

VCPSCSO02

Part 1:

Students will begin by exploring the idea of harmony. A class discussion on harmony will occur,

VCPSCSO02

where students will share their thoughts and ideas on what the word means to them. Prompt

questions will be used such as; What does harmony mean to you? Why is living in harmony

VCECU006

important?

VCECD008

Students will then watch a short clip on the meaning of Harmony Day.
A discussion will occur using prompt questions such as; What is Harmony Day? Why do we
celebrate it? Why is it so important in Australia? Who does it include? What does it mean to you?
Student will then be asked to create posters in small groups about Harmony Day. This poster is
aimed at selling harmony day. Each group will be asked to create an image and or slogan to
advertise the importance of Harmony day. Students will then be given the opportunity to share
their posters.
Part 2:
Students will be creating garden pinwheels which will be featured in their school garden. These
pinwheels offer students the opportunity to express their individual beliefs on multiculturalism
within Australia, and what peace and harmony means to them. On one side of the pinwheel,
students will write their thoughts on multiculturalism, peace and or harmony. On the other side
they will create a drawing to visually represent their feelings. These will then be collaborated and
lined up in the school garden to represent harmony, unity and multiculturalism.
Resources:
Harmony Day video:
https://www.youtube.com/watch?v=Y0y6d8UayYI
(Wispy, 2014)
Pinwheel Example:

Instructions-How to make a pinwheel:

(Calvert School, 2010)

(Tyon,2016)

Bibliography:
Do, A 2011, The Little Refugee, Allen & Unwin, Sydney, New South Wales
Australian Government Department of Social Services. 2016. Harmony Day; Discussion Dice- International Food Day. [ONLINE]
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