Year 5 to 6 classroom resources
First Steps
Teacher Support Resources > Year 5 - 6 First Steps
First Step resources are introductory activities that support students’ development of the
Intercultural Understanding general capability. Students are introduced to issues of identity, culture
and diversity in Australia.
Alignment to the curriculum
Intercultural understanding
Students describe and compare the knowledge, beliefs and practices of various cultural groups in
relation to a specific time, event or custom and explain the impact of stereotypes and prejudices on
individuals and groups within Australia. For more information, see: the Australian curriculum
intercultural understanding learning continuum
History
Students investigate Australia as a Nation – Who were the people who came to Australia? Why did
they come? What contributions have significant individuals and groups made to the development of
Australian society? For more information, see: AusVELS History domain
Asia and Australia’s engagement with Asia
Students investigate how Australians of Asian heritage have influenced Australia’s history and
continue to influence its dynamic culture and society. For more information, see: AusVELS Asia and
Australia’s engagement with Asia
Engage
Introduce students to the life of Chinese ANZAC, Benjamin Moy Ling. For more information,
see: Benjamin Moy Ling
Before viewing, ask students to look carefully at the photograph and describe what they see.
Show students an interview with members of Benjamin (Ben) Moy Ling’s family and ask them to
listen and take notes about his life. For more information, see: Benjamin Moy Ling family interview
Use a checklist to support them with this task:

His early life in Melbourne

His talents

His role in World War 1

His achievements
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Invite students to share their notes with the whole class. Replay the interview to ensure that
students have accurately noted the story of Ben Moy Ling’s life.
Ask students to use the visible thinking routine Think, Puzzle, Explore to work with a partner and
discuss what they think about Ben Moy Ling’s life story, any puzzles they may have and any lines of
questioning that they may wish to pursue. For more information, see: Think, Puzzle, Explore
Encourage students to share their thinking with the whole class.
Examine
Invite students to make connections between what they have learnt about Ben Moy Ling and other
Chinese people who have come to live in Australia.
Provide students with the text History of Immigration from China and ask them to read and annotate
these texts, noting information that may be interesting to them or which may challenge their prior
knowledge about the Chinese in Australia. For more information, see: History of Immigration from
China
Ask students to work in small groups to discuss their annotations. Invite students to answer these
questions:

What have we learned about the Chinese in Australia?

How have the Chinese contributed to life in Australia?
View an interview with chef Poh Ling Yeow and ask students to take note of her personal story as an
Australian of Chinese-Malay heritage. For more information, see: Interview with Poh Ling Yeow
Discuss with students Poh Ling Yeow’s comment that she first hid her Chinese identity to ‘fit in’ with
others in Australia and she has re-discovered her Chinese Malay heritage as an adult. Encourage
students to make connections between this dilemma and those experienced by them, their family or
friends.
Read up on the history of the Chinese in Australia, Dreams of Jade and Gold, and retell the history of
the Chinese sojourners to students. For more information, see: Dreams of Jade and Gold
Use this information to introduce students to the influence of the Chinese in Bendigo, Victoria,
which is celebrated each year in the traditional Easter Parade of 'loong' (dragon). For more
information, see: Bendigo Easter Parade: The Chinese Section
Reflect
Ask students to write a brief reflection on what they have learnt about the Chinese community in
Australia. Encourage students to include any new thinking in this reflection.
Invite students to read their reflections to the whole class.
Draw these learning experiences together by asking students to reflect on the question:
What significant contributions has the Chinese community made to Australian society?
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Create
Encourage students to use the goldfield stories to create an art piece, for example, a dragon
or lantern, to symbolise Chinese traditional culture and the influence of the Chinese in Victoria’s past
and present.
Further ideas
Visible Thinking– provides resources and information on visible thinking routines.
Exploring Deeper
Teacher Support Resources > Year 5 - 6 Exploring Deeper
Exploring Deeper resources are learning sequences that support students’ development of the
Intercultural Understanding general capability. Students explore issues of identity, culture and
diversity in Australia.
Alignment to the curriculum
Intercultural understanding
Students describe and compare the knowledge, beliefs and practices of various cultural groups in
relation to a specific time, event or custom and explain the impact of stereotypes and prejudices on
individuals and groups within Australia. For more information, see: the Australian curriculum
intercultural understanding learning continuum
History
Students investigate the contribution of individuals and groups, including Aboriginal people and/or
Torres Strait Islanders and migrants, to the development of Australian society, for example in areas
such as the economy, education, science, the arts, sport. For more information, see: AusVELS History
domain
Civics and citizenship
Students consider the experiences of diverse cultural groups, including Aboriginal and Torres Strait
Islander communities, and their contributions to Australian identity. They consider the values
important in a multicultural society such as respect and harmony. For more information, see:
AusVELS Civics and Citizenship domain
Aboriginal and Torres Strait Islander histories and cultures
Students learn that Australia acknowledges the significant contributions of Aboriginal and Torres
Strait Islander people locally and globally. For more information, see: AusVELS Aboriginal and Torres
Strait Islander histories and cultures
Engage
Inform students they will view a speech made in 2014 by former Australian of the Year and
Australian Rules footballer, Adam Goodes. For more information, see: Australian of the Year speech,
Adam Goodes
Before viewing, ask students to brainstorm what they think will be the focus of this acceptance
speech.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Then ask students to listen carefully to the speech and to note down important things that Adam
Goodes has to say about ‘making a difference.’
Invite students to share their responses.
Return to Goodes’ focus on ‘actions and interactions’, his aim to break down the barriers that exist
between people and for Australians to be proud of their heritage. Invite students to explain the
significance of these goals to Indigenous Australians and all Australians.
Ask students to work with a partner and search through the website of the Go Foundation founded
by Adam Goodes and another former AFL player, Michael O’Loughlin, also an Indigenous Australian.
For more information, see: Go Foundation
Nominate one person from each pair to describe something they have discovered about the work
that Goodes and O’Loughlin do for Indigenous Australians.
Explore
Ask students to brainstorm other Indigenous Australians they know who have made a difference to
their communities (for example, Cathy Freeman, Nova Peris, Oodgeroo Noonucal, David Gulpilil,
Albert Namatjira, Jessica Mauboy, Pat O’Shane).
Make a list of students’ ideas and add to this if necessary.
Select one person from this list and tell students about this person, their achievements and how
they give back to their communities.
Then invite students to research a significant Indigenous Australian and to focus on the significant
contributions this person has made to their Indigenous communities and to Australian society and
culture.
Use the following links for information on a number of Indigenous Australians and their
contributions to their communities. You may also wish to add to this list.
For more information, see:
Cathy Freeman
Jessica Mauboy and Yipirinya School
Michael Long – The Long Walk
Nova Peris Girls Academy
Evonne Goolagong Foundation
Provide students with these questions to use as a guide for their research:

Who is this person and what has he/she achieved?

How does this Indigenous Australian give back to their community?
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015

Why do you think this Indigenous Australian likes to give back to his or her Indigenous
community?

How is this Indigenous Australian a role model for all Australians?
Ask students to create a brief biography of their Indigenous Australian and to present this to the
whole class using a simple digital format such as PowerPoint or Movie Maker. For more information,
see: Digital stories
Invite students to present their biographies to students in other classrooms.
Create and reflect
Encourage students to create a poster that captures their understanding of the contributions of wellknown Indigenous people to Australian society and Indigenous communities.
Ask them to think of a motto that goes to the heart of what they wish to convey, for example,
coming together; giving something back; remember me and where I came from. Display these
posters in the classroom.
Organise students into small groups to discuss the following questions:

What makes success more difficult to achieve for Indigenous Australians?

Why is it important for Indigenous Australians to share their success?

What can all Australians learn from this?
Invite each group to nominate a presenter to explain the group’s thoughts and discussion to the
whole class.
Ask students to invite their family, friends and other teachers to view the display in the classroom.
Further ideas
Cool tools for schools– provides a comprehensive range of web 2.0 tools for use in the classroom.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Engaging with Challenging Issues
Teacher Support Resources > Year 5 - 6 Engaging with Challenging Issues
Engaging with Challenging Issues resources are inquiry-based units of work that support students’
development of the intercultural understanding general capability. Students investigate some of the
challenges associated with issues of identity, culture and diversity in Australia.
Alignment to the curriculum
Intercultural understanding
Students identify factors that contribute to understanding in intercultural communication and
discuss some strategies to avoid misunderstanding; explain perspectives that differ to expand their
understanding of an issue and imagine and describe the situations of others in local, national and
global contexts. For more information, see: the Australian curriculum intercultural understanding
learning continuum
Civics and citizenship
Students understand the ways in which Australian citizens are influenced by and can influence local,
state, national, regional and global decisions and movements, including issues of sustainability. They
investigate the social and political links between Australia and other countries in the Asia-Pacific
region and explore global developments and their potential impact on Australia. For more
information, see: AusVELS Civics and Citizenship domain
Engage
Inform students they will investigate Australia’s role as a global citizen. Ask them to brainstorm a
definition of the concept of global citizen.
Provide students with this activity worksheet to check their definition of global citizenship and to
examine some of the values of a global citizen. For more information, see: Defining Global
Citizenship worksheet
Ask students to work in small groups to think about questions they have about global citizenship and
the values of a global citizen. Use the visible thinking routine Question Starts as a guide. For more
information, see: Question Starts

Why...?

What are the reasons...?

Suppose that...?

What if...?

What is the purpose of...?

What would change if...?
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Instruct each group to place a star next to the questions they find most interesting and to provide
reasons for this. Ask each group to nominate a presenter to share the group's interesting questions
with the whole class.
Record students’ questions on a wonder wall or class question board.
Introduce students to the film clip Australia Gives Aid. Ask them to view closely and to note down
the factual information provided in this clip. For more information, see: Australia Gives Aid
Show students another film clip, AusAid in Indonesia, that provides a case study of Indonesia and
Australia’s aid to the country. For more information, see: AusAid in Indonesia
Record the statistical and other data that the students have noted. It may be necessary to view the
film clip again so that all relevant information has been recorded. Ask students to return to their
groups and reflect on this information in light of the questions they posed about global citizenship
and the values of a global citizen.
Introduce students to the key inquiry questions to be investigated:

What is Australia’s role in the global community?

What motivates individual Australians to become good global citizens?

What values and actions are important for global citizenship?
Add these questions to the wonder wall or class question board.
Explore
Provide students with a handout that includes the following information about Australia’s aid
program.

In 2014–15 the Australian Government plans to spend almost $5.032 billion on development
assistance or 0.28% of its Gross National Income.

Each Australian taxpayer contributes around $0.08 per week to Australia’s aid program.

From 2014–15 the $5 billion aid budget will grow each year in line with the Consumer Price
Index.

The Australian Government will contribute $134 million to non-government organisations
(NGOs) in 2014–15.

In 2011–12 1.9 million Australians contributed $871 million to NGOs.

In 2011–12 there were 45,751 volunteers in NGOs.
For more information, see: Australia's aid
Ask students to read through the facts and to summarise this information in a statement. For
example, I am surprised by how many Australians volunteer to work with NGOs.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Then show students the graphic published in The Age (17/12/14). For more information, see:
Australian aid generosity over time, The Age
Ask them to consider:

What has happened to the proportion of aid money given by Australia since 1971-72?

What might be the reasons for this decline in proportion of aid funding?

How does this information impact on your understanding of Australia as a global citizen?

How important is humanitarian aid funding raised by non-government organisations such as
World Vision Australia; Care Australia; Australian Red Cross?
Involve students in an activity involving a dilemma about aid funding. Use the process below,
adapted from Australians as global citizens. For more information, see: Civics and Citizenship
Education

Divide students into random groups of equal size.

Each group looks up the Global Education website, the United Nations: Deliver Humanitarian
Aid website and World Vision Australia website. For more information, see:
Global Education
United Nations: Deliver Humanitarian Aid
World Vision Australia

Each group chooses a particular issue of global concern and gathers five key figures, facts or
statistics that highlight how much of a problem the issue is.

Each group produces a poster and each person in the group writes a paragraph for the
poster that outlines a different reason why it is important to try to solve the problem.

The posters are swapped among the groups. The new groups must come up with a range of
options and solutions that could help to improve the issue.

After the posters are returned to their original groups with the additional comments, each
group presents the issue and proposed solutions to the class.

Consider the following scenario: unfortunately, there is only enough money to help with
three of the issues. Hold a class discussion about the most worthwhile issues. Following the
discussion, hold a vote to determine which three issues will be supported. Each student may
vote for three of his or her choices.
Based on the results of the vote, the final three aid recipients are chosen.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Engage students in a de-briefing of this exercise and inform them they will be given an opportunity
to reflect on the outcome.
Explain
Ask students to recall what they have learnt about global citizenship.
Then invite them to write a reflection about how they felt about having to make the decisions about
voting to fund three aid programs, leaving others unfunded. Encourage them to consider the impact
of this decision on those who received/did not receive aid. Also ask them to imagine what they
would say to those people who did not receive funding. Finally, ask them to connect their experience
of aid funding back to their understanding of global citizenship.
Set up a display of students’ written reflections on the students’ worktables. Ask students to move
around the room, quietly reading the reflections written by their peers. Bring students together to
analyse some of the commonalities and differences in the written texts.
Present students with a quote from the film clip they viewed, Australia Gives Aid. 'Because people
need help and we can help, Australia gives aid.'
Ask students to consider this quote in relation to their written reflections.
Invite students to conduct research about Australia’s various aid programs (government and NGO).

The government funding of aid programs

The non-government funding of aid programs

The values that are important to global citizenship
For more information, see:
Global Education
The United Nations: Deliver humanitarian aid
World Vision Australia
Care Australia
Australian Red Cross
Encourage students to present their explanation using digital technology and to include
photographs, links to websites, graphs and tables, statistical data.
Invite students to share their explanations in small groups. Each student presents their explanation
and others ask questions and provide ‘warm’ feedback. For more information, see: Assessment for
Learning: warm and cool feedback
Return to the wonder wall or classroom question board and ask students to respond to some of the
questions they posed at the beginning of the unit of work and to the key questions of the inquiry.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
You may wish to invite a representative from a non-government organisation to speak with the
students about what they could do to help address the many needs around the world.
Elaborate
Inform students they will now investigate stories of individual Australians who provide humanitarian
aid to those in need.
For more information, see:
Absolute Beginner, Australian Story – a television segment about Marg, an Australian who looks
after street children in a provincial Chinese city.
Letters to Ali: The first long march – a short film about Trish Kirby and her family, Australians who
visited Port Hedland Detention Centre to meet fifteen-year-old Ali, an asylum seeker from
Afghanistan.
A Day at the Office – a short film showing a day in the life of Australian Red Cross Volunteers in
Kenya: Liane, Floyd, Pam and Katy.
Before viewing these films, ask students to note down their impressions of each person, using the
headings below as a guide:

Name

Why this person offers humanitarian aid

The values this person demonstrates
Ask students to share their notes and collate this information into a table.
Pose the questions:

What do you think motivates these people and others to help those in need?

Can you imagine being motivated to help others in a similar way? If so, how?
Encourage students to select one of these ‘global citizens’ and to write down what they would like to
say to them if they had the chance to meet. Invite students to share their thoughts and feelings with
the whole class.
Shift the focus to stories of people who have been granted refugee status in Australia on
humanitarian grounds and link this to the goals and values of global citizenship.
Begin by viewing a film clip that shows a new family being welcomed to Australia. For more
information, see: Welcoming a Refugee Family to Australia
Use the tool Choose Your Own Statistics to explore demographic information about asylum seekers
and refugees in Australia. For more information, see: Choose Your Own Statistics
Ask students to share information that surprises or challenges them and the reasons for this.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015
Allocate students one of the personal stories below to read.
For more information, see:

Australia Sweet Australia – provides the story of Tar Eh Paw Gay from Myanmar.

Refugee is Young Australian of the Year – provides the story of Akram Azimi from
Afghanistan.

Allir Inspires on World Refugee Day breakfast – provides the story of Aliir Aliir from Sudan.

Former Child Soldier Success – provides the story of Fostin Nshimirimana from Burundi.

A Love Story, A Partner Visa, A Happy Ending – provides the story of Aminata Conteh Biger
from Sierra Leone.
Invite students to summarise the story and evaluate how it highlights the success of Australia’s
humanitarian refugee program.
Evaluate
Present students with the option of the class members becoming ‘global citizens’ and making a
difference to someone, somewhere in the world. Invite students to think about some of the aid
programs they have learnt about and some of the work individual Australians have done.
Ask for volunteer students to produce an article or video diary for the school newsletter to inform
the school community about what students have learned about global citizenship.
Create a summative assessment task and provide students with a rubric. The task requires them to
design a proposal for an aid program and provide an explanation of:

The aid program and where it would be located

Why this is an important program

Which people the program will assist and why

How this aid program fits with the values of global citizenship
Further ideas
For more information, see:
Global Education – provides further activities on Australia as a global citizen.
Assessment for Learning – provides a deeper understanding of assessment for learning strategies.
Intersections of Identity – provides more activities related to Trish Kirby and her relationship with
Ali, an asylum seeker.
Visible Thinking – provides resources and information on visible thinking routines.
Resources for exploring diversity and developing intercultural understanding in the classroom
May 2015