Activity 1: Australian Curriculum Connections
History How they, their family and friends commemorate past events that are important to them (ACHHK003) The different structures of families and family groups today, and what they have in common (ACHHK002) How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004) Geography The representation of the location of places and their features on maps and a globe (ACHGK001) The places people live in and belong to, their familiar features and why they are important to people (ACHGK002) English Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) Identify some features of texts including events and characters and retell events from a text (ACELT1578) Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) Deliver short oral presentations to peers(ACELY1647) Visual Arts Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) Create and display artworks to communicate ideas to an audience (ACAVAM108) General Capabilities Ethical Understanding; Intercultural Understanding Cross-curriculum Priorities Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia's engagement with Asia |
Early Years Learning Framework connections
Outcome 1: Children have a strong sense of identity; Children develop knowledgeable and confident self identities. Children learn to interact in relation to others with care, empathy and respect. Outcome 2: Children are connected with and contribute to their world; Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. Children respond to diversity with respect. Children become aware of fairness. Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes. Children engage with a range of texts and gain meaning from these texts. Children express ideas and make meaning using a range of media. Children begin to understand how symbols and patterns work. |
Activity 2: Australian Curriculum Connections
History How they, their family and friends commemorate past events that are important to them (ACHHK003) The different structures of families and family groups today, and what they have in common (ACHHK002) How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004) Geography The representation of the location of places and their features on maps and a globe (ACHGK001) The places people live in and belong to, their familiar features and why they are important to people (ACHGK002) Visual Arts Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) Create and display artworks to communicate ideas to an audience (ACAVAM108) English Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) Identify some features of texts including events and characters and retell events from a text (ACELT1578) Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) General Capabilities Ethical Understanding; Intercultural Understanding Cross-curriculum Priorities Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia's engagement with Asia |
Early Years Learning Framework connections
Outcome 1: Children have a strong sense of identity; Children develop knowledgeable and confident self identities. Children learn to interact in relation to others with care, empathy and respect. Outcome 2: Children are connected with and contribute to their world; Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. Children respond to diversity with respect. Children become aware of fairness. Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Outcome 5: Children are effective communicators; Children interact verbally and non-verbally with others for a range of purposes. Children engage with a range of texts and gain meaning from these texts. Children express ideas and make meaning using a range of media. Children begin to understand how symbols and patterns work. |
What to avoid when teaching children about multiculturalismAvoid tokenistic inclusion or multicultural activities such as stereotypical, non-meaningful activities such as dot painting without learning about the culture and meaning behind the paintings.
It is important to avoid only acknowledging the stereotypical views of cultural diversity and include varying gender, religion, family orientation and traditions/celebrations. Take the time to talk to children and their families about their own cultures. View multiculturalism as a positive addition to the classroom rather than with a deficit view. Avoid only exploring other cultures due to events such as NAIDOC week, harmony day or Chinese New Year. Multicultural experiences shoud be regularly incorporated into the curriculum, as well as resources in the environment should reflect multiculturalism. Opportunities to practise in their environment
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Using an integrated play-based approach insteadIncorporate multicultural resources into the classroom environment through posters and play materials. Such as puzzles, books, dolls that reflect different ethnicities.
Respect and build on children's and families cultures, strengths and interests rather than attempting to assimilate them into Australian culture by acknowledging and incorporating their cultures, skills and experiences into the classroom. Make positive partnerships with members of the community who can provide relevant information and services to support the incorporation of multiculturalism in the classroom. To avoid tokenism, alternatively, incorporate the ways of life and values of cultures. For example, to explore Aboriginal culture, rather than having children do dot paintings, look at authentic dot paintings and teach children about the meaning behind the symbols that are used or how various cultures tell stories through dance. Then have children tell their own story through the symbols in their dot paintings. Opportunities to practise with explicit teaching
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