EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING

Duration: 10 weeks
STUDENT NAMES: Ashlea Clutterbuck (214203383) and Kristina Karlsson (214168072)

Humanities Perspective: History and Geography Topic: Worldviews and Religions

Key Concepts/Values
To understand there are different worldviews and religions around the
globe, as well as in the local community and the classroom. Year Level: Year 2
To respect the opinions, backgrounds and values of others.
To get along with all people.
That both animals and people, including children, have rights.

Big Idea: Understanding and respecting differing worldviews and religions.

Teaching proposal (500 words)

There is immense value in studying worldviews and religion at a primary level, as it promotes respect for differences from an early-age. This
produces empathetic global citizens who get along with all people. The Victorian Curriculum state It enables students to be more informed and
engaged at both a local and global level, supporting an understanding of the perspectives of diverse local communities and the beliefs and
practices of diverse traditions (2016). Acceptance of differences is increasingly important in todays world. Without understanding, incorrect
assumptions can develop, leading to uninformed citizens with little tolerance, and Webster and Ryan propose education should transform
society rather than maintain social inequalities (2014, p. 52).

Studying diversity helps students learning, as POLT claim students learn best when the teacher promotes a culture of value and respect for
individuals and their communities (DET 2016). It is important that students are aware of the vast diversity of cultures represented within our
country. The Australian Curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the
development of inclusive attitudes... (ACARA cited in Dyer 2013, p. 427).
Teaching religion in primary school can be contentious, as Harvie states "religion and politics are obviously controversial and debatable topics"
(2016, 0:35 secs). Therefore, we include a note for parents prior to this program. We have aimed the lessons at Year 2, as we believe they have a
greater capacity for understanding more difficult concepts. ACARA confirms that Typically by the end of Year 2, students: describe ethical
concepts, such as right and wrong, honesty, fairness and tolerance (cited in Dyer 2013, p. 427).

Teachers should not push their own ideals onto students, but rather give them a wide-range of information on different cultures and values. As
Gilbert affirms Teachers do need to provide for alternative viewpoints and possibilities of conflict, as well as opportunities for students to
change their minds as they engage with new information and differing perspectives (2014, pp. 68-9). This enables students to become critical
thinkers, one of the key values of teaching humanities.

Differences can be found within the classroom, therefore we have included a special person incursion, so students can share their identities with
the class. As Gilbert proposes Connectedness can range over a wide variety of contexts, such as: bringing the community into the school
(visiting speakers) and taking students into the communitySeeing the school as a communityReflecting on self in the world (2014, p. 70).

We included principles of human rights and democracy, as Dyer claims human rights are considered universal with all people entitled to them
regardless of race, culture or religion (2013, p. 421), and informs of the rationale for including human rights in the curriculum is that they are at
the core of what it means to be human (p. 420). As we become a global community, respect for differences becomes increasingly important. The
Melbourne Declaration states Global integration and international mobility have increased rapidly in the past decadeThis heightens the need
to nurture an appreciation of and respect for social, cultural and religious diversity (2008, p. 4).

Teaching compassion and understanding gives hope that we can live in a more peaceful world, as Harvie states "At the end of the day, it's about
loving yourself and loving others, whoever and whatever you believe in" (2016, 32:02 secs). It is vital to begin this process early in a childs
education. Dyer confirm this is a school responsibility proposing Teachers play a pivotal role in educating to this vision to build active and
informed citizens (2013, p. 422).

Learning intentions: Key concepts and skills

Key Understandings (knowledge)
At the end of this unit, students will understand that:
1. There are 5 Big Religions.
2. Some of the cultural values of different countries
(religious/customs/traditions/foods/costumes).
3. Basic geography of different countries/cultures
(landforms/landmarks/flags/position on the globe).
4. How Australia became a multicultural and multi-faith society.
5. Some Indigenous cultures and customs.
6. Basic child rights (UNICEF).
7. Basic animal rights.
8. How democracy works in the classroom, incorporating local/global
perspectives.
At the conclusion of this unit students will be able to:
Compare and contrast the basic worldviews and
religions of other cultures.
Track the cause and effect of migration, both in
Australia and globally.
Use technology to connect locally and globally, to help
understanding other worldviews.
Listen actively to the culture, religions and views of
other classmates and the local/global community.
Create a democracy within the classroom, that
transcends the classroom, and realises that all people
have rights.
Entertain by re-creating some customs, traditions,
foods and costumes of other cultures and religions,
including Australias Indigenous Peoples.

Victorian Curriculum areas covered in this inquiry unit related to Humanities

Discipline Knowledge code Concepts /Skills code

History Who the people in their family are, describe where (VCHHK058) Identify perspectives about changes to daily life from (VCHHC055)
they were born and raised and how they are related people in the past or present.
to each other and how their stories are
communicated and shared. Identify examples of continuity and change in family (VCHHC056)
life and in the local area by comparing past and
Differences and similarities between students' daily (VCHHK061) present.
lives and perspectives of life during their parents and
grandparents childhoods, including family traditions,
leisure time and communications.
 How they, their family, friends and communities (VCHHK062)
commemorate past events that are important to
them.

Geography Representation of the location of places and their (VCGGK063)
features on maps and models, including a globe, and
the location of the major geographical divisions of
the world in relation to Australia.
Definition of places as parts of the Earths surface (VCGGK064) located.
that have been given meaning by people, and how
places can be defined at a variety of scales.
Connections of people in Australia to other places in (VCGGK065)
Australia and across the world.
Identify and describe the features of places at a local (VCGGC057)
scale and how they change, recognising that people
describe the features of places differently.
Describe and explain where places and activities are (VCGGC058)
Identify how people are connected to different (VCGGC059)
places.
Collect and record geographical data and information (VCGGC060)
from the field and other sources.

Represent data and the location of places and their (VCGGC061)

features by constructing tables, plans and labelled
maps.

Interpret data and information to draw conclusions (VCGGC062)

and describe the direction and location of places,
using terms such as north, south, opposite, near, far.

Other learning areas & CAPABILITIES

Personal and social

Social Awareness and Management

Relationships and diversity

Listen to others ideas, and recognise that others may see things differently. (VCPSCSO012)
Ethical

Decision Making and Actions

Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so. (VCECD002)

Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved. (VCECD003)

Critical and creative thinking

Reasoning

Consider how reasons and examples are used to support a point of view and illustrate meaning. (VCCCTR006)

Intercultural

Cultural Practices

Identify what is familiar and what is different in the ways culturally diverse individuals and families live. (VCICCB001)

Describe their experiences of intercultural encounters in which they have been involved. (VCICCB002)

Cultural Diversity

Identify and discuss cultural diversity in the school and/or community. (VCICCD003)

Imagine and explain what their responses might be if they were placed in a different cultural situation or setting. (VCICCD004)

Others:

Drama

Present and Perform

Present drama that communicates ideas, including stories from their community, to an audience. (VCADRP023)
Visual Arts

Explore and Express Ideas

Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create. (VCAVAE021)

SCOPE & SEQUENCE UNIT PLAN

When Learning intentions: Learning Experiences/ Learning processes Resources VC links/
(Weeks) Knowledge/concepts & skills (add image) codes

Week 1 6. Basic child rights (UNICEF).
7. Basic animal rights.
8. How democracy works in the classroom,
incorporating local/global perspectives.
Democracy/Class rules and duties Activity: Job Chart for (VCECD002)
classroom duties
Session 1: Class representative (VCCCTR006)
Vote for Class representative. Explain how
majority rules, use correct terminology during (VCPSCSO012)
voting process. This follows the UN Convention on
the Rights of a Child (UNRC) Article 12 You have
the right to give your opinion and for adults to
listen and take it seriously (UNICEF n.d.).

Session 2: Classroom duties and rules

Organise job chart for the term, students take
turns to be responsible for classroom jobs, e.g.
Library monitor, lunch-order monitor, looking
after guinea pigs etc. (Teaching Excellence
2013)
Session 3: Introducing class pet
Introduce class pet, students get to:
- Vote on name
- Choose location in room
- Organise care

This shows children how to care for others,

teaching empathy and follows UNRC Article 24
You have the right to the best health care
possible, safe water to drink, common nutritious
food, a clean and safe environment, and
information to help you stay well.
Week 2 3. Basic geography of different Olympics week YouTube: Hello To All The (VCGGK063)
countries/cultures Children Of The World
(landforms/landmarks/flags/position on Session 1: Geography 2014 (VCGGK065)
the globe). Show YouTube clip Hello to All the Children of the https://www.youtube.c
World. This clip says hello in different languages, om/watch?v=2nYjGy_Z (VCGGC058)
showing that people come from all over the world UG8
but are all the same. (VCGGC061)

Students to be placed in groups of three-four. (VCGGC059)

Each group will pick a country represented in the
Olympics from a hat. Students are required to find (VCGGK064)
information on that country, including: flag,
athletes; location on globe, national song and
dress etc. Students then present their research in
any form they choose i.e. poster, PowerPoint,
role-play etc. Access to iPads, laptops, book will be
provided.

Session 2: Geography
Students continue working on presentations.

Session 3: Geography
Groups orally present to the class.

Week 3 3. Basic geography of different Mapping activity YouTube: The Geography (VCGGC057)
countries/cultures Song 2015
(landforms/landmarks/flags/position on Session 1: Geography https://www.youtube.co (VCGGC058)
the globe). Students watch the YouTube clip The Geography m/watch?v=_pOKoIAnybg
Song. Then are given a map of the world on poster (VCGGC059)
size paper. In groups they are asked to name the 5
major oceans and show North, West, East and (VCGGC060)
South. If finished, they colour in the countries.
(VCGGC061)

(VCGGC062)
Session 2: Geography App: Stack the Countries
A session using the Stack the Countries iPad (iTunes 2016)
application. This is a trivia game and includes the
shapes of countries, maps and questions about
capitals and land-formations.

Session 3: Local places Book: My Place by Nadia

My Place Nadia Wheatley & Donna Rawlins. Wheatley and Donna
Read the book as a whole class, discuss how the Rawlins (1988)
map of the local area changes each decade.
Discuss Indigenous connection to the land and
places. Students to individually create their own
maps of their local areas, including any special
places. Share with whole class.

(Booktopia 2016)
Week 4 1. There are 5 Big Religions.
2. Some of the cultural values of different
countries
(customs/traditions/foods/costumes).
Introduction to 5 Major Religions & Indigenous (VCICCD003)
Culture Book: Hannah the Henna
Helper by Klaire Pearson (VCICCB002)
These lessons incorporate UNRC - Article 30 You
have the right to practice your own culture, (VCICCB001)
language and religion or any you choose.
Minority and Indigenous groups need special (VCAVAE021)
protection of this right (UNICEF n.d.).
Session 1: Hinduism
Read story Hannah the Henna Helper, which
introduces the concept of henna. Facilitate
discussion about henna, including where it
originates from and who practices it. (Amazon 2016)
Show different examples of henna artwork.
Students trace their hand on a piece of paper and
decorate using symbols, patterns and colour.
(Preetha 2014)
Session 2: Hinduism Book: The Fantastic
Teacher to read the picture book The Fantastic Adventures of Krishna by
Adventures of Krishna. This book is about the life Demi.
of Krishna and introduces the idea of Hinduism.
Teacher to facilitate a class discussion about the
book.
Cut around henna hand from previous lesson, and
display in classroom in the shape of a circle to
show the notion of difference and diversity.
(All Done Monkey 2016)
 Session 3: Islam YouTube: Golden Domes
Listen to the story Golden Domes and Silver and Silver Lanterns: A
Lanterns: A Muslim Book of Colors on YouTube. Muslim Book of Colors
This story provides a broad insight into Islamic 2015
culture, and covers clothing, prayer and traditions. https://www.youtube.c
om/watch?v=UadbtM_
Students to make their own lanterns to decorate 5600
classroom.

(StepByStep Guide to
everything 2016)

Week 5 1. There are 5 Big Religions. Introduction to 5 Major Religions & Indigenous YouTube: Jesus Feeds the (VCICCB001)
Culture Five Thousand: New
Testament Stories: (VCICCB002)
2. Some of the cultural values of different Session 1: Christianity Animated Childrens Bible
countries Students to watch YouTube clip Jesus Feeds the Stories 2014 (VCICCD003)
(customs/traditions/foods/costumes). Five Thousand: New Testament Stories: Animated https://www.youtube.c
Childrens Bible Stories. A class discussion on om/watch?v=k6FbkPku
events will follow, students will make their own pdU
5. Some Indigenous cultures and customs. foil fish that will be displayed in the classroom.
 Activity

(James 2016)

Session 2: Buddhism Book: Buddha at

Read the chapter The Four Noble Truths from Bedtime: Tales of Love
Buddha at Bedtime. This picture book is full of and Wisdom for You to
short-stories discussing ethical and moral issues Read with Your Child to
relevant to children. Enchant, Enlighten and
Inspire by Dharmachari
Discuss chapter and relate it to students own lives Nagaraja
e.g. I felt unhappy when my family holiday ended,
but then I began to feel happy as I remembered all
the fun times.

Students to go back to their tables and come up

with two different statements as above, and draw
a picture for each.

(Amazon 2016)
 Session 3: Indigenous studies Book: Our Island by the
Read text Our Island to whole class. Discuss how children of Gununa and
the Indigenous identify with land and places. Alison Lester & Elizabeth
Students make sand art picture with paper, glue Honey
and coloured sand of a special place.

(Lester 2016)

Activity:

(Davis 2016)

Week 6 1. There are 5 Big Religions. Introduction to 5 Major Religions & Indigenous YouTube - Something (VCICCB001)
Culture from Nothing 2012
https://www.youtube.co (VCICCB002)
2. Some of the cultural values of different Session 1: Judaism/Puppet m/watch?v=Hgf30cKgUo0
countries Watch Something from Nothing, followed by class (VCICCD003)
(customs/traditions/foods/costumes). discussion.
Talking points include: (VCPSCSO012)
- What clothing were the characters
wearing, including children? What were
the differences between what the
 boys/girls were wearing? Draw attention Activity:
to the hats (Kippot) and explain this is part
of Jewish culture.

Students to pick a craft item out of a bag, and use

this object to make their own puppet creating
something from nothing.

Session 2: Puppet

Students to continue working on their puppets.

This experience allows students to use their
imagination and develop their creative and (James 2015)
problem solving skills.

Session 3: Drama activity

Students work in groups of 3-4 to create a 2-
minute play using puppets. Discuss how we have
learned a little about the 5 Big Religions and
encourage them to incorporate this in their plays.
Each group performs play for the class.

Week 7 2. Some of the cultural values of different Exploring differences YouTube: Hello to All the (VCHHC055)
countries Children of the World
(customs/traditions/foods/costumes). Session 1 & 2 (2 hours): Incursion - Special Person 2014 (VCHHC056)
Day https://www.youtube.c
om/watch?v=2nYjGy_Z (VCHHK058)
4. How Australia became a multi-cultural Prior to incursion, send home a note about UG8
and multi-faith society. Special Person Day, suggest that visitors bring (VCHHK061)
any historic item or photos that are
special/important to their family culture to share (VCHHK062)
with other students.
(VCICCD003)
Play YouTube clip Hello to All the Children of the
World. (VCPSCSO012)
Together the student and their visitor will fill in an
interview sheet asking question about their Activity:
backgrounds/heritage (Immigration Museum
2016).

As a whole group share any items bought in,

explaining the cultural significance and/or their
family history Where do I come from?

(Immigration Museum
2016, p. 17)

(Immigration Museum
2016, p. 18)

Session 3:
Students create a poster timeline, of their family
history using the interview sheet from previous
session. Display poster in class.
Week 8 2. Some of the cultural values of different Exploring differences and places Activity: Journal (VCHHK062)
countries https://museumvictoria
(customs/traditions/foods/costumes). Session 1: Journey activity (Adapted from .com.au/media/2018/p (VCGGK064)
Immigration Museum 2016, p. 12) yb_preandpostactivitie
Have a class discussion about times students have s.pdf (VCGGK065)
3. Basic geography of different travelled and had to pack bags. This could even be (Immigration Museum
countries/cultures for a weekend away not far from home. If a (VCGGC058)
2016, p. 12)
(landforms/landmarks/flags/position on student has never packed a bag, then talk through
the globe). the concept, and get them to imagine a journey. (VCGGC059)
Questions to consider are
- Where did you go? (VCPSCSO012)
- What did you take?
- Who went with you? (VCICCB001)
- How long did you stay? (ClipArt Best 2016)
(2016, p. 12) (VCICCB002)

Students to choose a country and think about (VCICCD004)

what they would take with them. They are to draw
and label items into the suitcase template.
Towards the end of the lesson students share with
the class their suitcase. Could ask questions
- What is the most important item in the
suitcase? Why?

Session 2: Make contact with another student Activity: Pen Pal Schools
from that country website
Teacher to sign class up and get a class code from https://www.penpalscho
Pen Pal Schools website. Students each get the ols.com/courses/world-
code and locate a pen pal from their chosen explorer
country. Start to write a letter, showing pen pal
what is in their suitcase from last lesson, and ask
pen pal what else they might need to bring to
their country and why.

Session 3: Write back to pen pal

Continue to have a conversation with pen pal by (Pen Pal Schools 2016)
drafting a letter and typing in to send in response
to their pen pal (this will continue throughout year
at home).
Week 9 2. Some of the cultural values of different
countries
(customs/traditions/foods/costumes).
3. Basic geography of different
countries/cultures
(landforms/landmarks/flags/position on
the globe).
Multiculturalism Excursion: (VCHHC055)
Sessions 1,2 & 3 (All day event): Excursion - (VCGGC059)
Immigration Museum Melbourne
(VCPSCSO012)
Students participate in the Pack your bags
school program, run by museum staff and
providing opportunities for students to engage in
practical activities that assist in learning about
cultural diversity and migration.

4. How Australia became a multi-cultural At the conclusion of the presentation students will
and multi-faith society. be able to explore the museum.
(Immigration Museum
2016)

Week 10 2. Some of the cultural values of different Multiculturalism Activity: (VCHHK058)

countries (VCHHK061)
(customs/traditions/foods/costumes). Session 1: Reflection
Students to write a reflection on their experience, (VCHHC055)
and what they learnt at the immigration museum, (VCHHC056)
4. How Australia became a multi-cultural including a drawing.
(VCHHK062)
and multi-faith society. (Immigration Museum
2016, p. 14) (VCGGK064)
(VCGGK065)
Session 2 & 3 (2-hour session): Cultural Food - Book: Dumpling Soup by
(VCGGC059)
China Jama Rim Rattigan
Read book Dumpling Soup, have a whole class (VCICCB001)
discussion about the different foods eaten at (VCICCB002)
home. Make dumplings and eat. Teacher to
prepare pastry and mince filling. Students to fill (VCICCD003)
and seal dumplings in pairs. Teacher to steam (VCAVAE021)
dumplings whilst students watch. Students will eat
and enjoy.
(Amazon 2016)
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