Via multiple class votes, students will choose Ethical understanding, critical-creative Provide students with various scenarios

Provide students with various scenarios of authentic

which one word/sentence/phrase used in the
previous integrated lesson they think best
Key
represents what makes us an Australian citizen.
Individually, students will write a declaration of
Big ideas why they think this is the best
word/sentence/phrase to describe what makes an
Australian citizen. (ACHASSK147)
Question
Students are given chalk and they are to write on the
carpet all over the room words/sentences/phrases of
what they think it means to be an Australian citizen.
Integrated
HASS (ACHASSK147)/ LIT (ACELY1709)
lesson
What makes us an Australian citizen? (Tuning in)
HASS Lesson
How will your decisions shape Australian
society? (Reflecting & acting)
Skills (incl.
Lit/Num
In groups, students create and explains a
dance which communicates how one’s
Excursion/incur
choices affect Australia’s role in the
sion
interconnected globe with references to
numerous cultures.
HASS (ACHASSk148, ACHASSK147) / ARTS
Rich Task
(ACADAR012, ACADAM011)
In small groups, students choose current global issue (e.g.
refugee crisis) & create a campaign about what the
Australian society and the Australian government can do to
help these people in need. (ACHASSK148)
LIT, NUM, intercultural understanding, critical & creative
thinking, LIT, personal-social capability
Students write a speech advocating why
they should be voted the Prime Minister
of Australia, after, students make an
educated vote for which speech was the
most captivating & eloquent.
HASS (ACHASSK145/ LIT (ACELY1816,
ACELY1714)
What are the responsibilities of
electors and representatives in
Australia’s democracy? (Drawing
conclusions)
Citizenship
What is the Australian system of
government? (Sorting out)
Set up multiple workshops at different tables with
information about the levels of government in
Australia. Include; video clips, worksheets, facts
sheets, pictures to explain. Students spend 20
minutes at each station then change to the next.
(ACHASSK144)
Create a whole class role-play of law-
making in the Senate. Students debate
about a bill they want passed in the
classroom.
HASS (ACHASSK143)/ ARTS (ACADRR038)
Excursion: Trip to Parliament House in
Canberra.
Incursion: Students have a skype session with their pen-
pal class, reading their final letters to each other.
Rich Task: Have a whole class discussion about what
they know about Australian culture & what they would
like to know more about. In groups students will
generate three questions about Australian culture
which will be emailed by the teacher to students of the
same age in another school in Australia. In groups
students will form electronic pen-pals with ongoing
questioning and replying to their pen-pal.
Students create a sound sequence reflecting
Australian culture. HASS (ACHASSK147) /ARTS
(ACAMUM090, ACAMUR091)
What is meant by ‘Australian culture?’
(Finding out)
How are laws developed in Australia compared
to other countries? (Going further)
Students are to research and then create a website/blog
explaining how laws are developed in Australia and two
other countries of their choice. Resource is to include a
facts page, information page, summary of comparison &
be aesthetically appealing.
HASS (ACHASSK143, ACHASSK146) / ICT (ACTDIP018)
Critical & creative thinking, ICT capability, literacy, ethical
understanding, personal & social capability.
Critical & creative thinking, ethical understanding,
LIT, NUM, ICT capability.
Write a letter to the principle advocating
where, why and how the money would be
useful. Include a plan of how you think it
would be possible to raise this amount of
money. (ACHASSK149)
Excursion: Venture in and around the school, taking
note of where they think the money is best spent.
Students create a list of where they think
$5000 should be spent to improve the
school. investigate into what other
school have, what is available and use
mental & written strategies to calculate
costs of materials, labor, etc.
HASS (ACHASSK149) / NUM (ACMNA122)
How would you improve the school with
$5000? (Reflection & action)
How does Australia’s needs & wants
compare to under developed
countries? (Drawing conclusions)
Watch video about education within
an under develop country. Students
create a venn diagram comparing
their own basic needs & wants to the
needs & wants of the students in the
video. HASS - ECO (ACHASSK149) /
HASS – GEO (ACHASSK138)
Critical-creative thinking, ethical
understanding, personal- social capability
Students reflect on their local
community; the businesses & products
involved and create a visual map of
what it looks like. Compare/reflect
student artworks.
HASS (ACHASSK151) / ARTS
(ACAVAM116)
Why do businesses exist? (Going further)
Money makes the world
go around
What is the difference between a not-
for-profit and for-profit businesses?
(Sorting out)
Using a variety of resources, research
various organisations and explore the
meaning behind not-for-profit and for-
profit businesses.
HASS (ACHASSK151) /ICT ( ACTDIP016)
In groups, students use their
knowledge to create a
commercial/advertisement for one
researched not-for-profit- and for-
profit business. Students can utilise
Australian problems regarding finance (e.g. should the
$122 million be spent on the postal vote for marriage
equality or be put towards upgrading the quality of
train stations around Australia?). In groups,
students will use questioning, analysing,
researching, communicating and evaluating and
reflecting to make informed decisions & present it
to the class.
Explain & discuss the term, ‘trade-offs’. Provide students
with a list of monthly living expenses. Students research to
find the best price & determine which products are a
necessity which fits within their $400per/month budget &
present it as a percentage pie chart.
HASS (ACHASSK149) / NUM (ACMNA132)
What are ‘trade-offs’ How do they affect my community?
(Tuning in)
Do my choices as a consumer effect the financial stability
of local businesses? (Finding out)
Student’s research the cost of supermarket items in
comparison to the cost of the same product in various
countries. Create a spread sheet to display relevant
information & draw conclusions.
HASS (ACHASSK150) / ICT (ACTDIP016)
Students consider their/ their family’s consumer
choices throughout the week – from food to transport
to clothes. Discuss how these purchases affect
Australia’s economy, locally and globally.

thinking, personal & social capability, ethical understanding.
Critical & creative thinking
intercultural understanding,
personal & social capability
Students are to write their own set
of classroom constitutions.
Describing how and why it will be
implemented. (ACHASSK134)
Students participate in a Kahoot! game
which incorporates questions of how
Australia became a nation & revises
history content taught in previous years.
HASS (ACHASSK134) / HASS (ACHASSK137)
How & why did Australia become a
nation? (Tuning in)
What is your impression of the future
of Australia? (Reflecting & acting)
Show students ‘land of tomorrow’
poster. Generate discussion. Students
create their own posters about what
they want Australia’s future to look
like in regards to culture and global
diversity. HASS (ACHASSK137) / ARTS
(ACAVAM116)
Personal & social capability, creative &
critical thinking, intercultural
understanding.
Excursion: Take students to see ‘British
colonisation school excursion’
(findschoolworkshops, n.d)
Each student is given a particular year
from the era 1889-1901 & research
who were the key people or events
during the year they are given.
HASS (ACHASSK134) / ICT (ACTDIP022)
Who/what was involved in Australia’s
path to Federation? (Finding out)
Australia becoming a
nation
How have immigrants shaped
Australia? (Drawing conclusions)
Provide students with a world map
of images and primary sources from
immigrants after WW2. In groups
students are to research what
changes these people may have
gone through when they migrated to
Australia. HASS (ACHASSK136) / GEO
(ACHASSK141)
Show students a photograph of
child immigrants of the same age
and ask them to write a journal
entry of how they may be feeling
when the picture was taken.
Incorporate 3 questions the child
might have asked at that point in
time. (ACHASSK136)
Intercultural understanding, critical
& creative thinking, LIT, ethical
understanding.
Students arrange themselves into a
timeline of their key event or person &
explain who/what happened in their year.
Students then participate in an
improvisation activity where they engage
with each other in the character of the
event/person to describe what happened.
HASS (ACHASSK134) / DRAMA
(ACADRM035)
Why did these significant people come to Australia
and what happened as a result? (Sorting out)
What impact did these significant people and events have
on the Indigenous people of Australia? (Going further)
Rich Task: Tell students that they will
be participating in a very exciting
outdoor game. Ask students to collect
their hats and put it on the back table.
Cover the hats with a blanket. Now tell
students ‘no hate no play’. Explain to
students that because they have no
hats, they must sit inside and do work
for the teacher. After 5 minutes ask
students to write down their feelings
when something that was rightfully
theirs was taken away. Show students
video, ‘Ruth’s separation story’.
Incursion: Invite an Aboriginal elder to speak to
students about their personal hardships of colonisation.

Investigating global diversity.
An inquiry study investigating
Australia’s role with people and
places in a diverse and
interconnected world.
Year six.
A Kath Murdoch inquiry model.

Rich Task – In groups, students are
to create a multimedia video
presentation incorporating; drama,
music, visual arts & ICT to highlight
the differences in healthcare,
environment and
interconnectedness of Australia
compared to the Asian countries
researched. Students are to present
this to the class and/or whole
school.
Students write a letter on Microsoft
word to Captain James Cook indicating
what they think would have happened
to the development of Australia if he
had not discovered the country. HASS
(ACHASSK137) / LIT (ACELY1717)
Students research significant
indigenous individuals who made an
impact on Australia’s history and
create a venn diagram comparing to
a significant person from the British
conolisation. (ACHASSK136)
Ethical understanding, critical &
creative thinking, NUM.
Incursion: Invite someone who has migrated to
Australia from a remote Asian country to tell
their journey to the class.
Watch YouTube clip about health care in a
remote village in Papua New Guinea [3].
Students create a poster informing viewers
of the conditions in Papua New Guinea,
stating ways people can help.
HASS (ACHASSK139) / ARTS (ACAVAR117)
How does Australia’s healthcare
compare to countries in the Asian &
Pacific region? (Sorting out)
How does diversity affect Australia, and
subsequently the world? (Reflecting & Acting)
Students are to write their own story book for
international children explaining their own
perception of Australia compared to the world, when
completed students re-read & edit each others work.
HASS (ACHASSK141) / LIT (ACELY1715)
Students bring one item from home which represents
their culture. In a sharing circle students explain how the
items represents their own culture. Students reflect &
discuss the cultural diversity within their class and then
impact it has on Australia & the world. (ACHASSK141)
Literacy, intercultural understanding,
creative & critical thinking, LIT.
(ACHASSK150)
iPads, computers, creative art
materials, cameras etc. Present to
the class and/or throughout the
school buildings. (ACHASSK115) Incursion: Have a local farmer explain the effect of
consumer choices on their business.
LIT, NUM, critical-creative thinking.
Each group presents their multimedia presentation
Intercultural understanding.
describing how their Australian project/charity could
benefit countries in the Asian region. (ACHASSK138)
Students create a mindmap of their daily
routine and research where the items used
came from. E.g. woken by an alarm – Spain, Through a whole class vote, choose 6 leading
make bed sheets – Spain, make toast - China, projects/charities. Group students dependent on
jam spread – imported from France. ability and provide them with one of the chosen
Interpret & compare information with a projects. Groups combine research & create an
range of data displays. HASS (ACHASSK139) / informative multimedia presentation. (ACHASSK140)
NUM (ACMSP147)
Research Australian projects & charities and
How is Australia globally connected? (Tuning in) choose one which you think is the most beneficial
to society. HASS (ACHASSK140) / LIT (ACELT1613)
Australia vs the globe.
How does Australia aid countries in the Asian region?
Connection, place, space (Going further)
and environment.
How does ‘Cinderella’ look in another country.
(Drawing conclusions)
How do people, environments and culture
differ across the globe? (Finding out)
LIT/HASS: In pairs, students read different international
Students are given a large cardboard cut-
versions of the story, ‘Cinderella’. In a sharing circle -
out of different countries across the
summarising each story then discuss how the plot,
globe. Students research the country &
illustrations & literature highlight the differences in
present the cut-out is to reflect the
culture, place, space and environment of the country
culture, facts, traditions, location and
compared to the western version of ‘Cinderella’ &
environment of the country. HASS
Australia.
(ACHASSK138) / ARTS (ACAVAM115)
Excursion: See a relevant play/movie which
Intercultural understanding, creative &
highlights cultural diversity. E.g. Cinderella spoken in
critical thinking, ICT capability, NUM.
French.
Title of the experience/lesson One globe, many cultures.

Purpose of the lesson To expand students mental map of the globe – expressing the differences in
countries culture, environment, demographic, social and economic
characteristics via the use of techniques and processes in visual arts.
Outcomes Develop and apply techniques and processes when making their artworks
(ACAVAM115)

Differences in the economic, demographic and social characteristics of countries

across the world (ACHASSK139)
Objectives Students will be able to:
 Competently use technology and research material to gather relevant
information
 Participate in numerous whole class discussions and provide relevant
answers and questions.
 Create an artwork which portrays correct content and is aesthetically
pleasing to the targeted audience.
 Have an apprehensive understanding of cultural diversity and how
Australia is connected.
 Expand their mental map of the globe

Key language/ words  Informed choices about representation elements

 Techniques and processes
 Places, people and culture differences
 Cultural diversity
 Interconnected globe
 Economic, demographic and social characteristics
Hook Read students the infant picture book “Whoever You Are” by Mem Fox to
highlight the global bond that unites all cultures, despite the differences.
Introduction. Explain that today students will begin their HASS unit, ‘Australia vs the globe.
(10 mins) Connection, place, space and environment’.

Have a short discussion about any cultural differences they may have noticed in
the book, ‘Whoever You Are” by Mem Fox.

Lesson sequence/strategies.
70 minutes
Explain to students that they will investigate into the cultural diversity of the globe
and analyse their findings which will be presented using the techniques and
processes of visual arts.
Task:
 Ask students to go to their desk where they will each find a large,
blank, cardboard cut-out of a country. Each student will have a
different country dependent on their learning abilities.
 Explain to students that they are to use laptops, iPads, books etc. to
research the economic, demographic and social characteristics of their
country, e.g. facts, culture, traditions, geographical location,
environmental factors, population, interconnectedness to the globe.
 Student will use their cut-out to present the researched information
using various techniques and processes of visual arts to make the
artwork appealing to an adult audience.
Facilitation:
 Teacher will observe and monitor students as they research their
country, focusing on students who do not have confident ICT and
research abilities.
 Present a picture of a worked example of a completed artwork
 Have a list on the board of the specific information required.
 Key questions: If you were the audience of this art work, what
information would you like to know about the country? What
combination of representational elements such as; colours, materials,
technologies, techniques could they use to better convey the
information and improve the esthetics of the art work for the targeted
audience? Can you notice any similarities or differences between your
country and Australia?
Conclusion.  Once all art works are completed, students sit on the carpet in a large
20 minutes sharing circle.
 In chalk, teacher draws a large venn diagram. With the labels,
SIMILARILITES (left), QUESTIONS (middle) and DIFFERENCES
(right).
 Teacher leads students into the discussion of what significant
information they learnt about their country and how it compares to
Australia’s culture, traditions, environment etc.
 Students write the similarities and differences accordingly in the venn
diagram. Placing any further questions students may have about other
countries, how the globe is interconnected, cultural diversity etc.
 Key questions: What conclusions can we make about Australia’s
culture, and place in this world? How is culture and global
connections continually changing? After this research, on a scale of 1
– 10 how would you rate Australia as being a culturally connected
country?
 At the end of the lesson, explain to students that as a part of their
HASS unit, over the next few weeks they will be par taking in
numerous inquiry learning experiences to develop their awareness of
the impact of evolving diversity in Australia as well as in relation to the
globe.

Resources  Informative texts about countries.

 Extra laptops/iPads.
 Art materials.
 “Whoever You Are” book by Mem Fox.
 Prepared worked example.
Summative:
Assessment Strategies  Graded mark on the information and presentation of the artwork.
 Teacher will take anecdotal notes during the concluding activity to
assess student’s knowledge.

Formative:
 Observation throughout research and lesson activities.
 Participation in ‘hook activity’.
 Includes relevant language throughout discussions
 Confidently provide answers and participate in concluding activity.
 Ask numerous question into the inquiry of global diversity.
 Answers portray the understanding of how Australia compares to the
researched country.
Assessment indicators Students will show that they understand the lesson content through:
 The use of appropriate/specific language
 Generalisation of knowledge
 Correct completion of artwork
 Answering and asking relevant questions which benefit to class
discussions and inquiries.

Word count: 770

Reflection

I believe that teaching comes from within and that each teacher has a different influence and
relationship with their students. Rebecca Walker (2017, p. 447) states that there is not a fixed
definition of a quality educator, as the discourses of effective teaching are influenced by
theories, knowledge, history, culture, beliefs and polices and their own views, which are often
shaped by past life experiences (Walker, 2017, p. 448). Throughout the planning of my
HASS inquiry unit, ‘Investigating Global Diversity’, I called upon my understanding of
education theorists, Jean Piaget and Lev Vygotsky, my understanding of cultural diversity, as
well as my personal teaching philosophies to develop learning experiences which I believe
best aligns with my personal teaching practices. I have learnt that my unit overview may not
correlate with each educator’s teaching practices; however, this does not determine the
quality of the unit. Kath Murdoch’s model of inquiry learning seeks for students to make
meaningful connections to education through the use of questioning, planning and
implementing ways to find desired information using a variety of non-traditional learning
experiences (LEQ, n.d, p. 1). Kath Murdoch’s model of inquiry is a six-step process; tuning
in, finding out, sorting out, going further, drawing conclusions and reflecting and acting
(Murdoch, 2010). I chose to use this model of inquiry within my overview as I believe that
each step provides an opportunity for students to further their learning by asking a continuum
of questions; Minigan, et al (107, p.269) states that students ability to formulate questions
will help support learning both within and outside of the classroom and is fundamental for
promoting cognitive stimulation. Through the planning and development of this overview, I
have learnt that although it may be difficult, it is essential that teachers provide multiple
opportunities to foster various learning needs and abilities. Inquiry learning is of great value
of it purposefully integrates domains from each of the curriculum’s key learning area
(Murdoch, n.d, p.1), which will provide students with such opportunities to expose their
strengths whilst also erecting any weaknesses or misconceptions through the steps of the
inquiry by building upon questioning and ultimately furthering learning.

Word count: 352

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