EEO311 Assessment 2

Lucie Elizabeth Wigan & Jan Mustac

EEO311 Assessment 2
Scope & Sequence Unit Plan
Lucie Elizabeth Wigan (213022925) & Jan Mustac
(213124342)
Tutorial: Kates 8am Thursday
Campus: Burwood
1

EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING
Duration: 10 weeks
STUDENT NAMES: Jan Mustac and Lucie Elizabeth Wigan

Weekly Focus: Asian Perspectives

Topic: People have different ways of living
Year Level: 2

Key Concepts/Values

Respect
Multiculturalism
Difference
Human Rights
Sense of belonging

Big Idea: To develop awareness and respect of the differences

between Asian cultures and Australian culture.

Teaching proposal
Through this unit on Asian Perspectives it is envisaged that students will develop an understanding and
empathy towards Asian cultures and be able to identify key similarities and differences between Asia and
Australia. Furthermore, students will build upon key values such as respect, multiculturalism, embracing
differences, human rights and the concept that everyone belongs. These skills will ultimately help students to
become well-informed and democratic global citizens, who have a strong sense of empathy and respect for
different cultures.
Asia and Australias engagement with Asia is a cross-curriculum priority that encourages students to learn
about Asia and to recognize and appreciate the many connections between Asia and Australia (ACARA, 2013).

This unit of work aims for students to develop an understanding about Asian culture and lifestyle, and the
differences and similarities between Asia and Australia. Furthermore, this priority encourages students to
appreciate the diversity between countries and to respect and value multiculturalism (ACARA, 2013).
According to Welch (2011), it is important for students to study Asia, as Australias engagement with Asia is
forever increasing and students should be encouraged to become well-informed and active global-citizens.
Asia is our closest neighbour and it is therefore essential to build strong relationships through developing
skills and understandings about Asia in order to contribute effectively in the twenty-first century (Australian
Government, 2006).
Through working towards becoming global-minded citizen, this unit of work provides students with the
opportunity to co-operatively aim to develop harmony on a local, regional, and global level (Welch, 2011). The
lessons promote a deeper understanding about the concept that people in our world live differently and that
this should be respected. Through exploring the ways of life of Asian countries and people, it helps students
to understand and empathize with different cultures which increases collaboration with Asian countries and
the world (Australian Government, 2006).

In addition to becoming global citizens, this unit of work promotes multiculturalism as students learn about the
differences and similarities between their own culture and Asian cultures. The Melbourne Declaration on
Educational Goals for Young Australians (2008), aims for students to be able to appreciate different cultures
and values, particularly those of Asia. Welch (2011) believes that this provides a foundation for students to
develop awareness, respect, and empathy towards other cultures which promotes harmonious living in
students communities, Australia and the world. The value of multiculturalism is prevalent throughout the
lessons in this unit as students learn to appreciate various aspects of Asian culture such as; food, clothing,
housing, school, traditions, celebrations and Cultural Diversity Week.

Human Rights is another key value that will be explored during this unit of work particularly in week 9, where
various aid projects are actively discussed. Projects such as the Forty Hour Famine and the Loreto Vietnam
Australia Program will be discussed, to help students to develop an empathetic understanding for people that
have faced times of hardship. Many people from Asia have faced hardships and have left their own countries
and ways of lives, to seek a better life in Australia as refugees and asylum seekers (Harvie, 2015). It is
important for students to explore these hardships and experiences in order to gain an understanding and
sense of compassion towards the people of Asia (Australian Government, 2006). Anh Dos The Happiest
Refugee will be explored in order to enhance students understandings of refugees and the journeys and
difficulties many of them have faced.
This unit of work will be extremely beneficial for students in helping them to develop an understanding that
people live differently through drawing upon the differences in Asian and Australian culture and way of life.
Understandings:
Key Skills
At the end of this unit, students will
At the conclusion of this unit students will be able
understand that:
to:
1. Countries and people face times of hardship.
Poverty
War

Use a variety of communication methods to

present ideas such as using iPads, conducting role
plays, writing, art work etc.

2. People are part of different cultures and customs

and this should be respected.
Individuals have different values and beliefs
which should not be made fun of.

Empathise with other countries and cultures

Distinguish the differences between cultures

Have a greater understanding of Asian countries

and can demonstrate this understanding through
the things they make and by reflecting on their

3. There are similarities and differences between

Asia and Australia in relation to school life and
family.

School days and activities are organised

differently
Families vary in size depending on location,
health etc.

4. The housing styles are different in Asia to

Australia.
Some people in Asia live in huts whilst most
people in Australia live in houses.
5. There are many traditions and celebrations in
Asia. Some are celebrated differently in Australia or
not at all.
6. Traditional clothing varies between countries and
is influenced by factors such as climate, traditions,
history and cultures.
The East Asian countries wear rice field hats
to protect themselves from the sunny, tropical
climate when working in the rice fields whilst
countries in the Middle East such as Iraq
cannot grow rice because of the extreme high
temperatures so therefore do not require to
wear rice field hats.
7. Food classified as traditional food can vary across
different countries.
One country will classify a food as being its
traditional dish but another country may not.
This will depend on their history, culture and
traditions.
8. Australia and Asia are geographically close to

learning in their passport.

one another.

Australian Curriculum areas covered in this inquiry unit related to Humanities

Discipline

History

Knowledge & Understanding

N/A

code
N/A

Skills

code

Use a range of communication

forms (oral, graphic, written,
role play) and digital
technologies (ACARA 2015)

Explore a point of view (ACARA

2015)

Pose geographical questions

about familiar and unfamiliar
places (ACARA 2015)

ACHGS013

Collect and record geographical

data and information, for
example, by observing, by
interviewing, or from sources
such as photographs, plans,
satellite images, story books
and films (ACARA 2015)

ACHGS014

Represent data and the location

of place and their features by
constructing tables, plans and
labelled maps (ACARA 2015)

ACHGS015

Reflect on their learning and

suggest responses to their
findings (ACARA 2015)

ACHHS054

ACHHS052

Geography

Humanities

The location of the major

geographical divisions of the
world in relation to Australia
(ACARA 2015)

ACHGK00
9

The connections of people in

Australia to other places in
Australia, the countries of the
Asia region and across the
world (ACARA 2015)

ACHGK01
2

Recognize the globe as a

model representation of

AVHU1

N/A

ACHGS018

N/A

Earth and can locate

Australia and other places
with which they have links
(VCAA 2015).

Civics &
Citizenship

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 (VCAA
2015).

N/A

AVHU2

N/A

N/A

N/A

CROSS CURRICULUM PRIORITIES

Organising ideas

Indigenous
Asia

Sustainabilit
y

code

N/A
The peoples and countries of Asia
are diverse in ethnic backgrounds,
traditions, cultures, belief systems
and religions (VCAA 2015)
N/A

Organising ideas
N/A

N/A

OI.1

The peoples and countries of Asia

have contributed and continue to
contribute to world history and human
endeavor (VCAA 2015).
N/A

OI.3

N/A

GENERAL CAPABILITIES
Literacy

Comprehending texts through

listening, reading and viewing.
Composing texts through
speaking, writing and creating.
Word knowledge

code

N/A

Personal and
social
capability

Self-awareness
Self-management
Social awareness
Social management
(ACARA 2015)

N/A

Grammar Knowledge
Visual knowledge
(ACARA 2015)
Spatial reasoning
Measurement
(ACARA 2015)

Numeracy

(ICT)
capability

Critical and
creative
thinking

Applying social and ethical

protocols and practices when
using ICT.
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT
(ACARA 2015)
Inquiring - identifying,
exploring and organising
information and ideas.
Generating ideas, possibilities,
and actions.
Reflecting on thinking and
processes
Analysing, synthesising and
evaluating reasoning and
procedures.
(ACARA 2015)

SCOPE & SEQUENCE UNIT PLAN

Ethical
understanding

Intercultural
understanding

Understanding ethical concepts

and issues
Reasoning in decision making
and actions
Exploring values, rights and
responsibilities
(ACARA 2015)
Recognising culture and
developing respect.
Interacting and empathizing with
others.
Reflecting on intercultural
experiences and taking
responsibility.
(ACARA 2015)

When
(Week
s)

Understandi
ngs

Learning Experiences/Learning processes

Resources
Include references
AND images (if
appropriate) here:

Introduction to Asia
Lesson 1: Geography of Asia

Lesson 1:
YouTube Clip

introduction of countries through a YouTube video which

https://www.youtube.co
m/watch?
v=DBAnI31VTNY (The
Countries of the World
Song - Asia 2011)

sings the Asian countries with each corresponding on a

Balloon Globe

Pupils will begin their journey through Asia with an

Lesson
1:
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09
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13

world map. Students create their own globe on a blown

up blue balloon. Asian countries are coloured, labelled

ACHGS0
14

and stuck onto balloon. Each child is given a passport to

use over the ten weeks. Each lesson activities are
stamped in relation to countries visited for example,

AC
links/
codes

Passport

food activity in China. Children can draw a picture of

ACHGS0
15
ACHGS0
18

what they learnt or found interesting.

AVHU1

Lesson 2: Countries in Detail

Read to class A Life Like Mine book from UNICEF which
introduces and explores the lives of students from
different countries. In partners, children are assigned an

Lesson 2:
A Life Like Mine
Book

Asian country. They have to draw their countrys flag

and use a photo to describe what the country may be
like, its climate, people, places, housing, food etc. and
describe their thoughts to the class.

(Kindersley 2002)

Lesson
2:
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ACHGS0
13

ACHGS0
15
AVHU2

2,7

Asian Cuisine
Lesson 1: Rice

Lesson 1:
Types of Rice

Students will explore the significance of rice in Asian

ACHGK0
12

countries and compare this to traditional Australian

foods. They will develop an overview of rice production
and its importance in the Asian diet. Students will
observe samples of different kinds of rice and will

ACHGK0
12
Lesson
1:
ACHHS0
54

Chopsticks

ACHGS0
18
AVHU2

practice using chopsticks to eat a small bowl of plain

OI.1

rice, as well as discussing countries that use chopsticks.

OI.3

Lesson 2: Indian Food

Students will develop an understanding of other Asian

Lesson 2:
Pappadums

countries that they may not be aware of, such as India.

Traditional Indian foods will be explored. Students will
be offered a pappadum to sample, to help provide a
contrast to Australian foods. They will compare a
traditional Indian dinner to their own dinner by drawing
each meal on the plate template.

Plate Template

Lesson
2
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54
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52
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12
ACHGS0

18

2,6

Clothing
Lesson 1: Traditional Clothing
Students will explore in groups traditional clothing of

Lesson 1 :
Mongolian
Traditional
Clothing

OI.1
Lesson
1:
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54
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18

different Asian countries. They will compare their groups

country to what they wear in Australia. Each child will
then be provided a blank child template. Students will

AVHU2

dress the template in the traditional clothing using craft

OI.1

materials for example, felt, paper etc. In the face of the

Child Template

template a photo of the student will be stuck to give the

impression that the pupil is wearing the clothing.
Lesson 2: Making Rice Field Hats
Pupils will explore the history, origin, materials and

Lesson 2:
Rice Paper Hat
Lesson
2:
ACHHS0
54

process of production of the rice field hats that are worn

throughout Asia whilst working in the rice fields.
Students will explore why they are not worn in Australia
or are not known as a traditional piece of Australian
clothing. The children will then make their own rice field

Traditional
Cambodian
Pattern

hat out of recycled materials and decorate using

ACHGS0
18
AVHU2
OI.1

traditional patterns of Asian countries.

OI.3

1,2,4

Housing
Lesson 1:

Lesson

Lesson 1: Housing Research

To introduce the topic of housing, a video will be
watched that discusses different types of housing, their
locations, materials and designs. A class discussion
occurs throughout the video. Students can choose a

YouTube Clip
https://www.youtube.co
m/watch?v=-casfzsV8p4
(Science - Why Different
Types of Houses are
There - English 2012)

Iraq Housing

1:
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54
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52

couple of Asian countries and as a class can research on

ACHGS0
18

Ipads or computers the types of housing that are

AVHU2

apparent in each of those countries and then compare

them against the housing they see in their

Indonesia
Housing

neighbourhood.
Lesson 2: Building Asian Houses
Housing discussed in the previous lesson will be

Lesson
2:
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recapped and countries will be assigned to students.

Using information provided about the houses in the
country, the materials, climate and environment, pupils

ACHGS0
18

will build a model of a house and explain its features to

AVHU2

the class at conclusion.

5

2,3

Family
Lesson 1: Sleeping Mats

Lesson 1:
The Mats Book

Students will explore the similarities and differences

between a family in the Philippines and their own family.

ACHHS0
52

The book The Mats is read. The Filipino family in the

book is compared to the student's family. In the book
the father buys sleeping mats for each family member.

Lesson
1:
ACHHS0
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OI.1
(Arcellana, 1995)

Pupils will look at traditional sleeping mats and create

some for their closest family members.

Philippines
Sleeping Mat

Lesson 2: Role Play

Using the same book as the previous lesson, The Mats,
students will explore and experience what it would be
Lesson
2:
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54

like to be a part of this Filipino family. The book is reread

to the class. Instead of the three daughters in the story
being deceased, for this activity they will be living. In

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52

groups students will create a role play using characters

in the book and the alterations in the story made by the

ACHGS0
18
OI.1

educator to create a new version of the story. The role

plays will then be shown to the class.
6

2,3

School Life
Lesson 1: Japanese Schooling
Students will explore the similarities and differences

Lesson 1:
The Way We Do
It In Japan Book

between schooling in Australia and schooling in Japan

ACHHS0
52

through reading the text The Way We Do It in Japan.

The book is read as a class which leads into a
brainstorm about what was noticed in the story that
related to the topic of school. The students use images
to sequence the story and write a sentence in their
books under each image. Using this, students make
comparisons between what the character experiences to

Lesson
1:
ACHHS0
54

ACHGS0
18
(Iijima, 2002)
OI.1
Sequencing
Activity

what themselves experience in relation to school.

Lesson 2: School Around Asia
Pupils are read School Days Around the World book
which describes a normal school day for children in
different countries around the world. For the purpose of

Lesson 2:
School Days
Around the
World Book

the Asian theme, only children in Asian countries would

be read. Discussion about the similarities and

Lesson
2:
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5
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18

differences between schooling in Australia compared to

the description in the book would occur. Children choose

OI.1

a country from the story and write a journal entry about

what they would experience and how they would feel

(Ruurs, 2015)

attending a school in the corresponding country.

7

2,5,6

Cultural Traditions
Lesson 1: Fan Making
Students will explore the history, significance and
cultural meaning behind hand fans that are popular in

Lesson 1:
Fan

Lesson
1:
ACHHS0
54

East Asia. Replicas of hand fans will be passed around

AVHU2

the class and a discussion about its features, materials,

OI.1

what it feels like or smells like, colours etc. will be

discussed. The history and popularity will also be
discussed here. Students will then create their own fans
and decorate by drawing their favourite things about
Australia. At conclusion pupils can show their fans and

OI.3

discussion about whether Australia has any culturally

significant accessory and if not, why?
Lesson 2: Asian Dancing
Pupils will learn and involve themselves in Korean
traditional dancing. A video will be shown of a group of
traditional Korean dancers as an introduction. Students
will observe, copy and repeat the dance movements
modelled by the educator. In groups, pupils will create a
traditional Korean dance using the movements taught in
class. These movements will also be explained on paper
with accompanying images that is provided to each

Lesson 2:
Korean Dancing
Clip
https://www.youtube.co
m/watch?
v=uuF0OosXR78 (Korean
Folk Dance:
Buchaechum 2014)

Lesson
2:
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54
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52
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18
OI.1
OI.3

group. At the conclusion, students will perform their

dances to the class. Teacher can film if permission was
granted prior.

2,5

Celebrations
Lesson 1: Birthdays
Students will recognise the differences in how other
cultures celebrate birthdays. The class will brainstorm
about what they know and how they celebrate their own
or other family members birthdays. In partners, they
will receive a letter from a child in another country who
explains how their birthday is celebrated. Students have

Lesson
1:
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52
ACHGK0
12
OI.1

to compare and contrast between their own birthday

and the other childs and write a letter response back.
They can draw and decorate the letter. The letters will
be collected and put into the class letter box which is
decorated with a contribution from each student for
example a picture or word they have drawn, which is
completed after the letter writing.

Lesson 2:
Christmas Cards

Lesson 2: Christmas Cards

Lesson
2:
ACHHS0
54

Pupils will engage with the different ways Christmas is or

is not celebrated in countries in Asia. A class discussion
asking for any previous background knowledge and

ACHGK0
12

explanation of the way Australians celebrate Christmas

occurs. Each child has to create their own Christmas

ACHGS0
18

card for their assigned country. A front cover, image and

text in the centre needs to be created. At the conclusion

OI.1

students will share their cards with the class.

Projects
Lesson 1: Forty Hour Famine
In this lesson students will engage with the poverty in

Lesson 1:
Forty Hour
Famine

Bangladesh. Ask questions, Does anyone know what

ACHHS0
52

the forty hour famine is or what it is for? A video of a

story of a girl called Sofia is played to introduce what it
is like for a child who is similar to the pupils age to be

Lesson
1:
ACHHS0
54

Sofias Video
https://www.youtube.co
m/watch?
v=dWcmKT73FZM (You

ACHGK0
12

living in poverty in Bangladesh. In groups, children

Are Sofia - 40 Hour

Famine 2015)

analyse photos from Bangladesh and answer questions

ACHGS0
18

like what do you see and feel and how is this similar and

AVHU2

different to Australia? Children then research on laptops

OI.3

or Ipads to find photos they believe would portray

Australia to others. In partners or groups would create a
poster using the photos and justify choice of each
image. Posters are presented to the class at the end.
Lesson 2: Loreto Vietnam Australia Program
Students explore poverty in Vietnam and how people in

Lesson 2:
The Little
Refugee Book

Australia are helping children combat poverty. Class is

read the book The Little Refugee to introduce Vietnam.
At the conclusion of the book the author Anh states that
all profits from the book are donated to the Loreto
program. A video from the programs website is shown

(Do, 2011)

to demonstrate the work that the program achieves

Programs
Website Video

from donations. Pupils then create posters in partners

that promote the benefits of donations for the Vietnam
children. These are then collated to create a big class
mural.
10

http://www.loretovietnam
.org/loreto_videos.php?
page=2&&page_id=3&id
=23&lang=en (Loreto
Vietnam Australia
Program 2013)

ACHHS0
52
ACHGK0
12
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18
AVHU2
OI.1

Cultural Diversity Week

Lesson 1: Immigration Museum

Lesson
2:
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54

Lesson 1:
Immigration
Museum

OI.3
Lesson
1:
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54

Children will develop an understanding and respect for

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52

diversity in Australia by undertaking an excursion to the

Immigration Museum. The class will be part of a guided

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09

tour of the museum and undertake activities throughout

the day that focus on cultural diversity in the

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community.
Lesson 2: Viva Victoria Multicultural Festival
Pupils reflect on the excursion and use what they have
learnt to develop an understanding of the purpose of

Lesson 2:
Viva Victoria
Multicultural
Festival

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12

Viva Victoria Multicultural Festival. Students reflect on

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what they learnt, liked, disliked and found interesting at

AVHU2

the museum. Students share their responses and begin

discussing what the Viva Victoria Multicultural Festival
and the types of activities and information that is
provided to the community. In groups students create a
promotional video about the festival.

OI.1
OI.3
Lesson
2:
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OI.1

OI.3

Bibliography:
Arcellana, F 1995, The Mats, Tahanan Books, Philippines
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, F-10 Curriculum, [Online] Available at:
http://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment And Reporting Authority, 2013. Cross-curriculum priorities. [Online]
Available at: http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html
[Accessed 19 September 2015].
Australian Government, 2006. National Statement for Engaging Young Australians with Asia in Australian Schools ,
Carlton South : Curriculum Corporation .
Do, A 2011, The Little Refugee, Allen & Unwin, Sydney, New South Wales
Iijima, G.C 2002, The Way We Do It in Japan, Whitman, Albert & Company, Illinois
Melbourne Declaration on Educational Goals for Young Australians , 2008. The Educational Goals for Young Australians ,
s.l.: Ministerial Council on Education, Employment, Training and Youth Affairs .
Kindersley, D 2002, A Life Like Mine, DK Children, New York
Korean Folk Dance: Buchaechum 2014, YouTube, Folk Dances Around the World, 18 August, retrieved 14 September
2015, https://www.youtube.com/watch?v=uuF0OosXR78
Loreto Vietnam Australia 2013, Videos, retrieved 18 September 2015, http://www.loretovietnam.org/loreto_videos.php?
page=2&&page_id=3&id=23&lang=en
Ruurs, M 2015, School Days Around the World, Kids Can Press, Canada
Science - Why Different Types of Houses are There - English 2012, YouTube, Bodhaguru, 18 May, retrieved 11 September
2015, https://www.youtube.com/watch?v=-casfzsV8p4

The Countries of the World Song - Asia 2011, YouTube, Kids TV 123, 5 February, retrieved 11 September 2015,

https://www.youtube.com/watch?v=DBAnI31VTNY
Victorian Curriculum and Assessment Authority (VCAA) 2015, AusVELS Level 2, [Online] Available at:
http://ausvels.vcaa.vic.edu.au/Leve2 [Accessed 14th September, 2015]
You Are Sofia - 40 Hour Famine 2015, YouTube, World Vision Australia, 15 July, retrieved 18 September,
https://www.youtube.com/watch?v=dWcmKT73FZM
Welch, M., 2011. Supporting the 'Asia' cross-curriculum priority in the Australian Curriculum. Primary & Middle Years
Educator , 9(1), pp. 19-23