EEO311

Assessment Task 2: Scope & Sequence Unit Plan

Names: Alanah Bresnehan (212210385) & Prudence Freeth (212187605)

Tutorial: Thursday 10am -12pm

Focus Week:

Topic:

Australian Perspectives

People are different

Year Level:

Level 1

Concept Map:
Mind map showing the topics, week breakdown and the subheadings to that week (Appendices A)
o The overriding unit of People are different was planned through different avenues that lower primary years could
commonly relate back to. Looking at difference with an Australia perspective allows student to see an overview of a
country while advocating a sense of allegiance to ones country (Gill & Howard, 2009, pp. 128) in the form of exposing
the positive senses of diversity. Topics like this include food and family that is a common occurrence throughout all of a
students life. Teachers need to be concerned with how young people feel about where they live, their physical location
and the meanings associate with home, (Gill & Howards, 2009, pp. 127). These means looking at the people and
traditions around them that maybe different to their own daily lives. The National Framework: Nine Values for Australian
Schooling states that students must Be aware of others and their cultures, accept diversity within a democratic society,
being included and including others relating back to the idea of difference in Australian society. Other aspects included

difference within community sets, including the classroom, along with the cultural diversity of Australia as a nation
through looking at migration of different people in the community.
Mind map highlighting resources that teachers can use to formulate the lessons and outlines of the lessons that may occur
(Appendices B)
o After deciding on the topics and ways in which we could address them we searched for resources that would be relevant
to both the students and topic. Picture storybooks and eBooks are a great way to incorporate story, narrative and
multimodal elements into the lesson. Along with these forms of text types we explored video and animation. YouTube has
some great resources for exploring family and diversity within the community. We wanted to emphasize the principles of
connectedness that Gilbert highlights, in particular Using the mass media and information and communication
technologies (ICT) as sources of ideas or as arenas for expression of students' ideas (2014, pp. 70).

Rationale:
One central part of the task of designing a unit is to identify a core issue or question which will guide the inquiry, giving it direction and
significance. (Gilbert, 2014). The core issue or questioned focused on has been achieved in this lesson sequence under the topic of
Australian Perspectives, sub focusing on areas such as Global Citizens and Diversity in the Classroom Environment; Cultural Groups in the
Community and Classroom; Different Family Structures in the Community and Contrasting Normality of Everyday (focusing on Food).
Using a main focus on People are different will allow students learn to respect their own culture as well as appreciate the beliefs
others may hold (Welch, 2011).

Tudball and Gordon (2014) claim "research has shown that for students to be active citizens, they must learn through purposeful
investigations of issues in local, national or global contexts. If their participation extends into these communities in authentic ways, the
learning can be powerful" (Hoepper, 2014). Through the use of focusing first on the students own lives and by expanding out into the
classroom and into the local community students can understand the diversity of their community in close range. This allows students to
gain knowledge through their own families, class and school and looking at Australian Perspective in a smaller, more familiar way before

expanding to a bigger scale of diversity. By starting with the difference in diversity in the classroom can mimic those of a grander scale
and allow students to learn the lesson with an issue that directly relates to them.

Through the use of looking at the national curriculum AusVELS the lessons have been designed with multiple levels of cross curriculum in
areas such as Geography, Humanities, English, Personal learning and the arts. In this area of the curriculum the focus should be on
learning to be informed and active citizens (Reynolds, 2012) Through the use of lessons and activates based on skills and knowledge
that students will learn about topics such as Global Citizens and Diversity in the Classroom Environment this creates a more informed
classroom to issues of diversity.

Reynolds, 2012 states, A strong sense of identity links could be made to the capability of intercultural understanding, personal and
social competence, and Indigenous and Asian perspectives. With the use of a picture story books based In the Philippines and Vietnam
and when students compare and contrast different foods from different cultures whilst completing activities that gets students to
contrast their lives to those in generations before them allow students to experience and learn lives of other people and develop a
greater understanding on what it is meant to be an Australian thus having a sense of self-worth, self-awareness and personal identity
that enables them to manage their emotional, mental, spiritual and physical wellbeing (Melbourne Declaration On Educational Goals
For Young Australians, 2008)

Learning about Cultural Groups in the Community and Classroom and Different Family Structures in the Community enables people to
appreciate and interact with diversity in a productive manner and enhances values of tolerance, understanding and inclusion, respect,
and giving others a fair go. In the curriculum context intercultural understanding should allow the student to engage in a widened view
of cultural experience while still allowing their own personal experiences to be acknowledged (Fisher 2010, p. 1) (Reynolds, 2012). This
is done by engaging students with creative and interactive activities such as art projects and multimedia activities that widen the view of
other families and lives of students in the classroom and ultimately the world. It creates a starting point of acceptance and knowledge of
different lives while the activities are appealing to the students which helps students learn inclusion, respect, tolerance and

understanding and by doing this ensures that schooling contributes to a socially cohesive society that respects and appreciates cultural,
social and religious diversity (Melbourne Declaration On Educational Goals For Young Australians, 2008)

The students are taken out of the classroom environment to experience a first-hand experiences of learning outside the classroom can
help to make subjects more vivid and interesting for children and enhance their understanding (Pickford, Garner & Jackson, 2013).
Pickford, Garner & Jackson (2013) state Fieldwork bridges the classroom and the real world, helping to transfer learning experienced
outside to the classroom and vice versa Permitting students to physically experience a life deferent to their own at the Immigration
Museum with the Pack Your Bags Program that allows students to gain an experience out of their own classroom and use resources
that classroom and schools dont have. Leaving the classroom to experience the lives of other children around the world will also
contribute significantly to children's personal, social and emotional development. (Pickford, Garner & Jackson, 2013)

Ultimately, the goal of education at all levels is perhaps best summarized as one which would involve the production of a participatory
and well informed citizenry with necessary knowledge, understanding, skills and values for a productive and rewarding life in an
educated, just open society (Gill & Howard, 2009). These skills have been to focus on as students learn through multiple curriculum
areas as they complete lessons on Australian Perspectives, sub focusing on areas such as Global Citizens and Diversity in the Classroom
Environment; Cultural Groups in the Community and Classroom; Different Family Structures in the Community and Contrasting
Normality of Everyday (focusing on Food). The students will through a range of lessons and activities dive into the topics as they learn
about what it means to be an Australian.


When

Understandings/Main ideas

Week Topic: Global Citizens and

1-2

Learning Experiences
1. Students are to watch the video of children

Resources
1. Collage: A Short Film on

Diversity in the Classroom

aged 7 to 9 talking about diversity and other

Children & Diversity

Environment

cultures. Students then work in groups looking

(2010)

Links to AusVELS
Civics and Citizenship
Students are to
appreciate the

 What do you think it

means to be diverse?

http:/vimeo.com/120694

similarities and

'diverse'? Students look at the meaning of

04

differences

diversity in a societal context. Discussion will

2. What Does It Mean To Be

Community,

take place on what makes diversity on an as a

Global? (Rana DiOrio &

individuals and

Traditions, Diversity,

whole class brainstorm which can be kept in the

Chris Hill)

groups, including

Values, Cultures and

classroom for future referral.

Looking at the terms

Citizens.

between

the language,

2. Teacher will read the eBook What does it mean

cultural and

to be global? to class via an iPad or

religious groups

in a diverse classroom

SmartBoard. It will be used to introduce global

which make up the

community.

citizenship and the elements that make up a

Australian nation,

Differences in the

global citizen. In the end of this book it states

(VCAA, 2014)

Individual personalities

classroom.

at the question What do you think it means by

key terms of global citizens. These include

Community, Traditions, Diversity, Values,
Cultures and Citizens.

3. Puzzle template to cut
out for each student.

3. Students are to create a portrait of them selves

through the use of

written texts, film
and arts.
The students

using symbols and images that they relate back

should also be

to their culture, hobbies, interests and families.

thinking about

Students will then be able to compare and

contrast each others portraits. The portraits

identify[ing] the
range of groups to

should be made into a mural in the classroom

which they, their

to show how each student is different. The use

family members

of this exercise is to expose the diversity of

and their class

personalities within the classroom community

belong working

and students can have a representation of

through their

diversity visually in their classroom.

individual diversity
within the class.

Week Topic: Cultural Groups in the

3-4

Community and Classroom

1. Students will develop an understanding on

1. The Little Refugee (Anh History:

immigration to Australia both in a present

Do & Suzanne Do)

Students will have

and past setting. Students will read The

the ability to use

Little Refugee (2011) by Anh Do and

the internet,

Home life

students focus on how the protagonist

newspapers,

Personal Artifacts

came to Australia, the reasons why and the

community

Significance of people

development of the story. Students should

information guides

focus on the significance of family and

and local

Immigration to
Australia

in the community

home life that changes from one country to

knowledge to

present community

another and the idea of Australia as a

identify and list

lifestyle

Lucky Country. Students will work on a

Immigration Museum

the people and

Venn diagram of the differences and

with the Pack Your Bags

places promoted

similarities they notice between Anhs life

Program constructed

as being of historic

in Australia and Vietnam.

for Foundation to Level

interest in the

2 year levels.

local community

and attend a program called Pack Your

(http://museumvictoria.

(VCAA, 2014).

Bags. It highlights the objects and personal

com.au/immigrationmus

Through the use of

belongings from suitcases of people who

eum/education/educati

the excursion

have immigrated to Australia. The program

on-programs/pack-your-

students will be

allows for an interactive presentation

bags/)

identifying and

Comparing past and

2. Students will visit the Immigration Museum

for children to explore migration and

cultural diversity through stories told with

2. Excursion to the

3. Photograph of the
artifacts students will

designing a local
historical tour of a

objects, artifacts and costumes. Once

refer back to during

site (for example

students are back in the classroom they will

their diary entry.

one related to a

be asked to recount what they saw at the

For Example:

particular cultural

museum and connect it back to The Little

group (VCAA,

Refugee.

2014).

3. Using what they have found out about

Students will both

migration through the two resources

be writing and

students will then work through their own

creating their own

stories by bringing artifacts that they would

suitcase allowing

want to bring with them if they were to

them to

migrate to another country. These artifacts

communicate their

should be photographed at home and the

understanding

picture to be brought into class. In the form

knowledge

of a diary entries students are then to write

representing ideas

about what they would feel if they were to

and creating

migrate to another country they knew

imaginative

nothing about and link it back to their

responses through

artifacts.

visual images as
well as written and
spoken
descriptions and
narratives (VCAA,
2014).
Students will write

a creative piece
describing a
significant person
or place from their
communitys past
(VCAA, 2014).
Identify and
compare features
of objects from the
past and present.
(VCAA, 2014)
Students will be
exploring stories
from and about
the past (VCAA,
2014)
Geography:
Students will be
collecting
information and
exploring ideas
about other places
and peoples
connections to

them, (VCAA,
2014) by exploring
how different
people migrate to
Australia.
Week Topic: Different Family
5-6

Structures in the Community

Comparing past and

1. As a frontloading task at the beginning of

1. And Tango Makes

the week students will read the book And

Three (Peter Parnell &

Tango Makes Three. Through the lesson

Justin Richardson)

Civics and Citizenship:

Looking through
different family

present family

students will be given the sentence starter

dynamics students

structures with

A family is Using these sentence starter

explore the roles,

investigation to family

students will write down on a sticky note

rights and

structures from

what they believe family is and each stick it

responsibilities of

history

on the board creating a class mind map. As

2. Large pieces of butchers

various family and

a class they will collate these ideas and

paper taped together to

community

family structures

discuss the outcomes. Students will then be

fit students around in

members (VCAA,

within the community

asked to make a mind map themselves of

order to draw their

2014)

and classroom

differences in families. These can be things

families.

Investigating different

Expressing individual

as simple as size, parents, places they live

3. YouTube Video called

History:
Through the lessons

and pets. Students should all have different

All Kinds of Families

student will be

ideas on their mind map as they all come

(https://www.youtube.c

working through

forms of families that

from different families. The mind map will

om/watch?v=ht3oZAmS

identifying signs of

are different from

be used in later activities.

d1Q)

the past in

family structures
Constructing various

their own

2. Prior to the teacher would have set up a

huge piece of butcher paper for students to

4. YouTube Video called

We are Family: A

photographs and
other visual

all fit around. This can either be in the

Musical Message for All

representations and

classroom, outside or in a multi-purpose

(https://www.youtube.c

using the correct

room. At the beginning of the lesson the

om/watch?v=KnD8BYjZi

term for these

students must bring their mind maps on the

W)

features, (VCAA,

floor and teacher will tune in the students

2014) by comparing

using the knowledge of the last lesson by

past and present

asking them questions about the story and

families, and

comparing their own families. When the

possibly predicting

teacher believes that the students have an

the future of family

understanding about family structures

roles.

being different and diverse they may

Differences in

introduce the task. The students will be

family structures

asked to draw their own family including

and roles today,

their pets if they have any, and another

and how these have

family. The difference in the second family

changed or

is that it has to be a different type of

remained the same

dynamic just like Tangos family in the book

over time (VCAA,

from the previous family. Students will then

2014).

have a piece of work showing the diversity

Representing

of families throughout the community.

similarities and

Throughout the lesson students will be

differences

listening and watching the video We are

between students

Family: A Musical Message for All.

daily lives and those

3. Before the lesson begins the teacher will

of their parents and

cut out different variations of families

grandparents in

found in magazines and the Internet. The

graphic form

images need to be of mixed race,

(VCAA, 2014).

grandparent guardians and families of large

sizes for some examples. They will cut these
images in half. At the beginning of the
lesson students will be given a half each
randomly. Students will have to match up
the halves to find their pair. Once students
have all found a pair they watch the
YouTube video . About different families
and the roles of family members. Once the
video is over the teacher explains that the
roles of families have changed and the
members of the family are ever expanding
and changing. Finding images from heritage
sites the teacher can compare and contrast
different families from different eras. Once
students have and idea of families is forever
changing they must use magazines to
create and label a family they can make up.
The students have to use tags and labels
like Mum, Dad, Sister, Uncle, Aunt, Cousin,
Family Friend and more. Throughout the

lesson students should be referring back to

the images of family in each of the eras.
Contrasting and investigating them to the
families they would have created in their
pair.
Week Topic: Contrasting Normality
7-8

1. Teacher will gather students and they will

1. Cora Cooks Pancit

of Everyday (focusing on

read the eBook Cora Cooks Pancit which is

(Dorina Lazo Gilmore &

Food)

about a little girl who wants to cook her

Kristi Valiant)

What is Australian
Food?

Geography:
As students will
be looking at

familys Filipino dish of pancit. The teacher

the types of

will use the book to emphasize different

food from

cultures and family traditions. It will also be

Australian and

from other Australian

used to highlight types of foods families

other cultures

cultures

eat. Through a teacher led discussion

they will have to

students will do a class brainstorm about

2. Website Australian

pose questions

Investigating foods

Sharing and presenting

types of foods students

What types of foods do you eat at home?

Food and Drink

about familiar

regularly have in their

Students then look at the origin of culture

(http://australia.gov.au/

and unfamiliar

daily lives

of some of the foods. When discussion is

about-

places (VCAA,

over the students are to create a menu of

australia/australian-

2014)

comparing similarities

things that they find traditional in their own

story/austn-food-and-

of foods from Australia

family. The traditions dont have to cultural

drink)

and other countries

or ethnic food but it can be as simple as

Exploring foods from

every Wednesday night if fish and chip

to refer to during

examining the

their own family

night. Once students have made their

lessons

ways people are

traditions and creating

menus that are encouraged to look at what

Contrasting and

3. Cook books for students

Throughout the
topic students
will be

connected to

a class recipe book of

these foods

other people have to eat in other families.

2. As a follow up lesson students will be

other places
(VCAA, 2014)

researching a food that they cook at home

through the way

from their menu and create a procedural

people use food

text on how to make that meal. The teacher

as a custom.

will show examples on different recipes and

Through the use

the text type. Showing recipes such as fried

of creating a

rice, tacos and lasagna from cookbooks.

PowerPoint

Students will answer prediction and

students will be

inference questions of where they may find

reflecting on

these foods around the world and what

their learning

makes each it the same or different. The

and suggest

webpage also has videos and documents

responses to

for teachers to show on how different

their

cultures make food and also modern

findingsdiscus

Australian food and influences, which can

sing with their

be played while students work.

teacher and

3. Students will be focusing on What is

other students

Australian Food? and the influences of

what they know

other cultures over what we eat. Opening

and have

the webpage Australian Food and Drink by

learnt(VCAA,

the Australian Government the teacher will

2014)

show students how throughout history

Australian food has evolved. Students will

Civics and Citizenship:

They begin to

then work in pairs to research the origins of

appreciate the

an Australian dish and another dish from

common values

another country. Using PowerPoint

important to

students will make a presentation about

groups and

these food

individuals.

Week Topic: Exhibiting skills and

9-10

1. Students will choose from a set of activities to

1. Apps and websites

knowledge to class and

form a portfolio project that encompasses the

students can use in

community

unit work on People are different.

order to demonstrate

of presentations

Components of this project can include oral

their projects can

and research

work in a multimodal

presentation, diorama, poster, brochure,

include:

students will

presentation of

animation or any other forms they wish to

Prezi

reflect on their

choice

choose. The teacher should try to get each

Showcasing their

Summarising and

(http://prezi.com)

student to work on a different form of

VideoScribe

Geography:
Through the use

learning and
suggest

interpreting the

presentation to keep the projects diverse and

(http://www.videos

responses to

topics that they have

also individual to each students learning style

cribe.co)

their findings

learnt

and skills. Students can focus on a topic of

KidBlog

choice throughout the weeks of the unit. At the

(http://kidblog.org/

self learning through

end of these two weeks students should be

home/)

self directed research

able to present a piece of work to their class

Creating individual

Toontastic App

(VCAA, 2014).
Students will
have to present
findings in a

demonstrating what they learnt. Teacher will

(https://itunes.appl

range of

provide with some resources students can use

e.com/us/app/toont

communication

to present through technology.

astic/id404693282)

forms, for

example,

written, oral,
digital and
visual (VCAA,
2014)
History:
Students
research and
explore a range
of sources
about the past
(VCAA, 2014).
Representing
ideas and
creating
imaginative
responses
through writing,
role-play,
speaking,
drawing (VCAA,
2014)

References:

Apple Inc. (2014a). One Moment Please. Apple iTunes, Connecting to the iTunes Store. [Online]. Available at:
https://itunes.apple.com/us/app/toontastic/id404693282 [Accessed: 19 September 2014].

Cabinet, D. O. T. P. M. A. (2013). Australian food and drink. Australia.gov.au, Department of the Prime Minister and Cabinet.
[Online]. Available at: http://australia.gov.au/about-australia/australian-story/austn-food-and-drink [Accessed: 19 September 2014].

ConnectedED Initiative. (n.d.). Be a great presenter. Prezi, prezi.com. [Online]. Available at: http://prezi.com [Accessed: 19
September 2014].

Department of Education. (2011). National Framework: Nine Values for Australian Schooling. Department of Education, Employment
and Workplace Relations, Values Education | National Framework: Nine Values for Australian Schooling. [Online]. Available at:
http://www.valueseducation.edu.au/values/default.asp?id=14515 [Accessed: 18 September 2014].

DiOrio, R. and Hill, C. (2009). What Does It Mean To Be Global?. 1st ed. United States of America: Little Pickle Press LLC.
Do, A. and Do, S. (2011). The Little Refugee. Allen & Unwin.

Gilbert, R 2014, Planning for student learning in R. Gilbert and B. Hoepper (eds.), Teaching humanities and social sciences: history,
geography, economics and citizenship, 5th ed, Cengage Learning Australia, South Melbourne, pp. 68-74

Gill and Howard. (2009). Gaps in the record: Working with the curriculum and young peoples imagined Australias. In: Knowing Our
Place: Children Talking About Power, Identity and Citizenship, Camberwell, Victoria: ACER Press.

Hoepper, B 2014, Words, not deeds: Active Citizenship and the Australian
Curriculum: Civics & Citizenship, The Social Educator, vol.32, no. 1, pp.17-25.

Immigration Museum Victoria. (2007). Pack Your Bags: Immigration Museum. Pack Your Bags F-4, Program led by museum staff,
Pack Your Bags: Immigration Museum. [Online]. Available at:
http://museumvictoria.com.au/immigrationmuseum/education/education-programs/pack-your-bags/ [Accessed: 5 September
2014].

Judith, G & Howard, S, 2009. Knowing Our Place: Children Talking About Power, Identity and Citizenship. 1st ed. Australia : Australian
Council for Educational Research.
KidBlog. (2013). Safe and Simple. KidBlog, Kidblog | Safe and simple blogs for your students. [Online]. Available at:
http://kidblog.org/home/ [Accessed: 19 September 2014].
Parnell, P. and Richardson, J. (2009). And Tango Makes Three. 1st ed. United States of America: Simon & Schuster Childrens
Publishing.

Ministerial Council for Education, Employment 2008, Training and Youth Affairs, Melbourne declaration on educational goals for
young Australians, Melbourne, viewed 3 September 2014,
Melbourne_Declaration_on_the_Educational_Goals_for_Young_Australians_-_NPST_-_Submission_2010.pdf

Pickford, T, Garner, W & Jackson, E 2013,Enquiry outside the classroom in T Pickford, W Garner & E Jackson, Primary Humanities:
learning through enquiry, Sage Publications Ltd, London, pp. 38-57.

Reynolds, R 2012, History, geography and SOSE in an Australian National Curriculum in Teaching history, geography & SOSE in the
primary school, Oxford University Press, South Melbourne, pp. 1-22


Smeltzer, L. (2014). All Kinds of Families. YouTube, YouTube. [Online]. Available at:
https://www.youtube.com/watch?v=ht3oZAmSd1Q [Accessed: 20 September 2014].

Sparkol Lmtd. (2014b). How VideoScribe works. VideoScribe, Home | VideoScribe. [Online]. Available at:
http://www.videoscribe.co/home?utm_expid=32326862-6.L-8ELJzxSwCZn3i--3hgsg.1 [Accessed: 19 September 2014].

Victorian Curriculum and Assessment Authority (VCAA). (2014c). Search Civics and Citizenship Overview Curriculum Download the
Curriculum. AusVELS - Civics and Citizenship - Curriculum. [Online]. Available at: http://ausvels.vcaa.vic.edu.au/Civics-and-
Citizenship/Curriculum?l=1 [Accessed: 7 September 2014].

WeAreFamilyFdtn. (2008). We Are Family: A Musical Message for All. YouTube, YouTube. [Online]. Available at:
https://www.youtube.com/watch?v=KnD8BYjZiW0 [Accessed: 20 September 2014].