Understanding our communities
Understanding our communities is about the cultural and religious diversity of the people
who live in Australia.
HSIE Syllabus references:
EN
SS
CU
CC
CUS2.4 Cultural diversity
Describes different viewpoints, ways of living, languages and belief systems in a variety of
communities.
Students will learn about:
• origins and backgrounds of people in the local community
• the original inhabitants of the local community area
• the diversity of groups within and between communities
• languages spoken within communities, including the original Aboriginal languages
spoken in the local community area
• places of religious and spiritual significance in the local community, including the
special relationship of Aboriginal people to the land
• traditional and religious stories about significant people and entities of major world
religions
• major customs and celebrations of religious and other community groups.
Teaching and learning
Evidence of achievement
Think, value, act
• Distribute student handout 1A Role plays p. 44 from A
multistage unit for K–6 – Celebrating together (DET) Give
students time to read and discuss each of the scenarios and
give them a role to perform. (Refer to Role plays, p. 203 BOS HSIE K–6 units of work).
• Discuss and ask questions such as:
- what was the dilemma?
- what did you finally decide to do?
- do you think you acted properly?
- if not, how might you have acted differently?
• Debrief students on their roles.
• Ask students to reflect on any situations when they have
seen or heard people being insulted or hurt. Ask:
- how did you react?
- why were the people discriminated against?
• As a class reach a conclusion and form generalisations.
• Present each small group with student handout 1B p. 45
from A multistage unit for K–6 – Celebrating together.
Discuss the issues on the discussion cards in groups. Each
group presents their point of view. Record key ideas for a
class discussion.
• Consider the statement, ‘Australia is a multicultural country’.
Students complete a PMI (Plus, Minus, Interesting). In three
columns they list positive points (Plus), negative points
(Minus) and interesting points that are neither positive nor
negative.
CUS2.4 Describes different
viewpoints, ways of living,
languages and belief systems
in a variety of communities
• explains issues such as
discrimination based on
race, skin colour, language
and religion
• identifies strategies for
dealing with prejudice
• describes own level of
acceptance of different
racial, ethnic, national and
religious groups.
A multicultural community
Refer to: Face the facts, Section 2 Migrants and
multiculturalism. for teacher background information. Use the
simplified ABS data included in the HSIE multistage unit Being
Australian follow links Being Australian, pp. 19–20, note the
differences between city and country distribution and relate to
students’ community).
NB shaded text is background information for teachers.
CUS2.4 Describes different
viewpoints, ways of living,
languages and belief systems
in a variety of communities
• gathers and displays
information that identifies
the diversity of the origins
and backgrounds of people
in the local community
• identifies and discusses
the cultural, linguistic and
religious diversity of
communities in Australia
• identifies different
languages present in the
local and wider community
• participates in using other
languages to greet others.
• List the birthplace of students in the class, their parents and
grandparents.
Use information from the initial list. Discuss the outcomes, e.g.
the country where most people were born, the reasons
there are so many different nationalities represented (or
not).
• Explore how the birthplace of family members is reflected in
the local community. Identify places of cultural significance
for different groups e.g. community meeting places,
restaurants, places of worship, shops selling items such as
food and clothing specific to another country.
• Discuss the benefits of cultural diversity for the local and
larger Australian community e.g. the introduction of different
foods, celebrations, friendships, understanding and
appreciating other cultures.
Teaching and learning
• Identify and list languages spoken by students and families
within the class, including Aboriginal languages. Students
can share the greeting used for hello/goodbye in different
languages. Record and display around the room. Students
can practise greetings in another language. Refer to
Greeting in more than 1600 languages.
Evidence of achievement
Teaching and learning
Evidence of achievement
Aboriginal beliefs
Dreaming does not convey the fullness of the concept for
Aboriginal people but is the most acceptable English word to
Aboriginal people. The word is acceptable because very often
revelations or insights are received in dreams or recurring
visions. The Dreaming refers to all that is known and all that is
understood. It is the way Aboriginal people explain life and
how their world came into being. It is central to the existence
of traditional Aboriginal people, their lifestyle and their culture,
for it determines their values and beliefs and their relationship
with every living creature and every feature of the landscape.
This quote from www.aboriginalaustralia.com (Alice Springs,
Northern Territory) is printed with copyright permission.
• Explore the information on the Australian Museum web
site to develop an understanding of the diversity of
Aboriginal beliefs. Much of this material is suitable for
use with students.
• Print the web page for an explanation of the Dreaming for
student reference.
CUS2.4 Describes different
viewpoints, ways of living,
languages and belief systems
in a variety of communities
• identifies some significant
customs, practices, beliefs
and traditions of Aboriginal
people
• describes a Dreaming
story in the context of its
purpose to teach values
and respect for people and
places in the community.
• Refer to Topic 1 The land, the lore and the Dreaming from
the DET resource Talking identity, Refer to Australian
Museum Stories of the Dreaming, use a local Dreaming
where possible. Use an Aboriginal languages map of NSW
to locate the area(s) in which the Dreaming originated.
Discuss with students the setting of the Dreaming that is
being told and use it as a basis for a future visit by an Elder
or Aboriginal community member.
• Invite an Aboriginal Elder or member of AECG or Aboriginal
performer or DET Aboriginal Community Liaison Officer
(ACLO) to talk with students. As a class prepare questions
for the guest speaker (see below). Liaise closely with the
guest on the questions they feel comfortable addressing,
and explain the content and context of students learning to
the guest. Organise a suitable place for the guest to talk
with the class; this may be outside in a shady spot or at a
nearby significant location.
• As the guest is talking to the class, students record
responses, this could include aspects of the following:
- the language group or nation of the guest
- Aboriginal languages spoken
- values that are important
- rules and how they are taught
- symbols used and what they represent
- the importance of place, family and community, ancestral
beings, family kinship, oral traditions, caring for country.
• Identify the guest speaker’s country on a map of NSW (or
Australia). Ask the guest to tell a story and explain its
significance.
• Assessment: Students develop a mind map showing their
understanding of Aboriginal Dreaming and its significance to
Aboriginal communities.
Teaching and learning
Evidence of achievement
Assessment strategy
The teacher
• analyses student’s mind map to evaluate student
understanding of Aboriginal Dreaming.
Assessment criteria
The student
• identifies some customs practices, beliefs and traditions of
Aboriginal people
• explains the importance of ‘Dreaming’.
• records and compares information on a complex topic from
a range of spoken and written texts).
Major world religions: Judaism, Christianity, Islam,
Hinduism and Buddhism
Religion is connected to people’s culture and the way people
interact in different cultures and between cultures. Religion
can affect the relationships between nations and world events.
The Racism no way web site also provides fact sheets on
world religions that enhance teachers’ knowledge select the
facts sheets on different religions under Cultural diversity and
multiculturalism.
Fact sheets on each world religion have been provided by the
DET and are listed in Stage 2 Resources.
By learning about the different world religions it is envisaged
that students will develop respect for individuals to hold
beliefs, practices and customs that are different from their
own. Five main world religions have been identified for study.
If your community identifies with another world religion then
this should also be included. By learning about the beliefs of
different religions, it is hoped that this will engender greater
understanding and acceptance of individual differences in our
culturally diverse society.
• Brainstorm cultural events that students have experienced.
This could include festivals, race days, shows, markets,
music festivals, street parades, picnics etc. Use the
Multicultural calendar or the Diary of multicultural events to
identify multicultural events that are part of the local or wider
Australian community. Categorise the multicultural events,
e.g. national days, religious events, remembrance days,
international days.
• Identify the events on the class list that are representative of
the five main world religions (Judaism, Christianity, Islam,
Hinduism and Buddhism). Ask students if they know anyone
who follows one of these religions. Ask what is different
about this person’s life to their own, because of their
religious beliefs or practices. This could be: being a
vegetarian, wearing particular head coverings, religious
observances on particular days of the week, etc. The
teacher may need to give examples and use illustrations
from the collected reference books.
• Use the Sites and scenes (DET CD-ROM). Go to The Great
Synagogue site. Use the introductory video and information
in the Experts section to establish what some of the main
CUS2.4 Describes different
viewpoints, ways of living,
languages and belief systems
in a variety of communities
• identifies and discuss the
cultural, linguistic and
religious diversity of
communities in Australia
• develops background
knowledge of different
world religions
• identifies different tenets of
each of the world religions
• undertakes research on
each world religion to
facilitate respect and
understanding of cultural
differences
• presents and displays
completed research
• discusses and explores the
different tenets associated
with each world religion
• develops own
understanding of different
cultural beliefs and
practices and the rights of
individuals
• explores the influence of
different cultures on the
lives of Australians
• develops generalisations
on the similarities and
differences between world
religions.
Teaching and learning
Evidence of achievement
beliefs or tenets of Judaism are, or refer to
http://www.greatsynagogue.org.au and go to Traditions.
Note that Judaism and Hinduism are two of the world’s
oldest religions.
• Use the ideas addressed in The Great Synagogue to
brainstorm the tenets of religions, e.g. fundamental beliefs,
deities, holy writings, teaching principles guiding followers’
lives, beliefs about the afterlife. From these tenets develop
some main ideas to use in a class retrieval chart. This could
include:
Religion
Beliefs
Who they are
The place used for worship
Deities
World map showing
distribution
Holy writings
After death beliefs
Special foods
Religious festivals
• Review the IWB item on Buddhism to model the research
process.
• Students use a variety of library books, suitable for Stage 2
students, on the different world religions to research
information, such as those listed in the Multistage unit
Cultural diversity (DET). Address each religion individually.
A suggested order is Judaism, Christianity, Islam, Hinduism,
Buddhism and other, if applicable. Students discuss and
record brief points on each of the retrieval chart headings.
Select work to be displayed on the retrieval chart. Repeat
for each religion. This will take several lessons.
• Review and discuss the information students have found in
their research. In the class discussion, ensure
understanding and acceptance of the right of others to hold
different beliefs in our Australian democracy.
• Once the retrieval chart is complete, review all information.
Discuss some generalisations that can be made about the
effect of religion on people’s lives. These could include:
- all religions provide rules or laws to live by
- religions have special ceremonies
- all religions have sacred places
- many people consider their religion a very important part
of their life.
Optional:
• Organise some displays that represent different aspects of
religion. The displays could include images of places of
worship, diagrams of symbols and artefacts significant to
the religion, a diorama of a custom or ritual associated with
the religion.
• Organise some of the traditional foods for students to taste.
Teaching and learning
Evidence of achievement
The effect of diversity on Australian communities
Note: the ABC Schools programs Celebrations includes New
baby and Weddings.
Communities celebrate or commemorate milestones in the
lives of family members, such as birth, coming of age,
marriage and death.
In a culturally diverse society people are often invited to attend
a ceremony from another culture.
CUS2.4 Describes different
viewpoints, ways of living,
languages and belief systems
in a variety of communities
• examines the cultural
diversity of marriage
customs (or other
customs)
• develops knowledge and
understanding of marriage
(or other) customs
associated with a world
religion
• researches marriage (or
other) customs associated
with a particular world
religion
• uses web sites for
research
• develops an illustrated
report on research
findings.
.
Assessment: Explore a ceremony e.g. naming, marriage,
coming of age, from different religions.
Use a collection of library books and/or web sites (search
using terms such as Jewish wedding, Hindu wedding, rather
than just ‘wedding’) and book mark web sites for students’
reference. It is expected that students will look at only one
religion,with the different religions being covered across the
class.
• Allocate students, individually or in pairs, to research
different marriage customs associated with one of the world
religions. Consider: how marriage partners are chosen,
events before the wedding, clothing worn, colours and their
significance, the marriage ceremony, the role of guests,
wedding attendants, rings, wedding celebrations, after the
wedding.
• Students present research findings as an information report,
illustrations can be included.
• Review students’ understanding of information report
writing,
• Model how to write a report. As a class choose key topics or
subheadings to research. Use these headings for the
planning sheet.
• Provide a planning sheet for students to record information.
Include features and facts about a wedding such as the
ceremony, the bride, the groom, attendants, clothing,
traditions, special foods and their significance.
Assessment – Organise the researched information into
paragraphs, one paragraph for each sub heading that address
different aspects of the selected milestone.
Assessment strategy
The teacher:
• analyses student report for an understanding of beliefs and
ways of living expressed through selected celebration.
Assessment criteria
The student:
• identifies and describes some customs associated with a
religion
• expresses an understanding of cultural differences and the
rights of others to hold their beliefs and practices.