Cultural diversity
This unit has been written for a multistage classroom. The activities are designed to complement the learning in Stages 1, 2 and 3 of the HSIE
syllabus and have students work towards the achievement of outcomes relevant to each stage. The unit can be taught as a multistage unit or as a
separate unit for one of the stages. It can also be used in a class across two stages.
Cultural diversity looks at the effect of different religions on our communities and other communities. This is commonly known as GRE
(General Religious Education). Inform parents that you are undertaking this unit of work as part of teaching the HSIE syllabus. Parents may
request in writing that their child does not participate in the lessons on GRE.
The green shading indicates teaching activities for all stages, while the yellow shading indicates teaching activities for students in Stages 1 and 2
and the turquoise shading indicates teaching for students in Stages 2 and 3. There are also many activities that are specific to one stage and allow
for group work and the development of skills and content from the HSIE syllabus. These multistage units provide an example of the ways the
mandatory subject matter and outcomes can be incorporated into teaching and learning in HSIE K–6.
The unit Cultural diversity provides the opportunity to develop background knowledge using a wide range of oral, visual and written text types.
Teachers can further develop this material to support teaching of the talking and listening, reading and writing outcomes of the English syllabus.
This unit requires Stage 3 students to have access to the CD-ROM, Asia at a glance, available from Curriculum Corporation for $44.95. A
variety of text resources will also be needed. Plan to borrow this material in advance from the Equity Resource Library (DET) if resources are
not available at your school or local council library.
Some school districts have a multicultural consultant and community liaison officers who may be able to assist with suggestions for appropriate
community guest speakers and other community support. Contact your district office.
Stage 1 Outcomes
Cultures
CUS1.3 Identities
Identifies customs, practices, symbols, languages
and traditions of their family and other families.
CUS1.4 Cultural diversity
HSIE STAGE 1, 2 & 3
Curriculum Directorate
Stage 2 Outcomes
Cultures
CUS2.3 Identities
Explains how shared customs, practices, symbols,
languages and traditions in communities
contribute to Australian and community identities.
MARCH 2003
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Stage 3 Outcomes
Cultures
CUS3.3 Identities
Describes different cultural influences and their
contribution to Australian identities.
CUS3.4 Cultural diversity
Page 1 of 16
Describes the cultural, linguistic and religious
practices of their family, their community and
other communities.
CUS2.4 Cultural diversity
Describes different viewpoints, ways of living,
languages and belief systems in a variety of
communities.
Examines how cultures change through
interactions with other cultures and the
environment.
Students in Stage 1 will learn about:
Cultures
 cultural characteristics of families
 similarities and differences between ways in
which families express their culture, e.g.
celebrations
 languages spoken by other groups and families
 customs and practices important to students,
including celebrations
 belief systems of groups and families in their
community and in other communities
 traditional and religious stories important to
students, beginning with Dreaming stories
Students in Stage 2 will learn about:
Cultures
 the diversity of groups within and between
communities
 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
Students in Stage 3 will learn about:
Cultures
 the cultural diversity of Australia and other
nations
 the influence of current events
 colloquial words associated with cultural
influences
 traditions, belief systems and practices of
Australians, including celebrations
 traditions, belief systems and practices of
Australia as compared with those of at least one
other nation in the Asia-Pacific region
Resources
The Equity Resource Library provides a borrowing service for teachers in DET schools.
Phone: (02) 9582 5860
Fax: (02) 9550 2874
Address: 11 to 13 Swanson Street, Erskinville 2043
Email: equity.sydney@det.nsw.edu.au
Online query form: http://equityresourcelibrary.det.nsw.edu.au
Resources referenced should be readily available in schools and / or are available from the Equity Resource Library.
Most of the DET resources are also available as pdf files on the Professional Support and Curriculum Directorate web site.
http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?u=4&i=142&kla=hsie
Discovering Democracy units of work are available online at www.curriculum.edu.au/democracy follow the link to DD units.
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Asia at a Glance CD-ROM available from Curriculum Corporation ($44.95)
Moorditj 1998, CD-ROM sent to all schools from the Federal Department of Communications and the Arts.
Big Mob Books for Little Fullas, 1996 BOS
Celebrating together, 2001, DET multistage resource
Belief in Action, 2002, DET Support material for Primary HSIE teachers
Sites and Scenes, 1999, DET Stage 3 teaching resource
Treasures, DET 1999, Stage 1 teaching resource
Where the sun rises, 2000, DET Stage 1 teaching resource
Multicultural calendar, DET distributed to schools each year.
Diary of Multicultural events, follow link at http://www.immi.gov.au/multicultural/australian/index.htm
Face the Facts, 2001, Information booklet from the Human Rights and Equal Opportunity Commission online copy available at
http://www.humanrights.gov.au/racial_discrimination/face_facts/index.html
12. Racism No Way http://www.racismnoway.com.au/classroom/Factsheet/ for fact sheets on world religions.
Some suggestions for student source material available from the State Equity Centre and many local libraries. Similar texts can be substituted.
Stage 1: Our Culture: Buddhist, Hindu, Jewish, Muslim, Rastafarian, Sikh (6 titles) by Jenny Wood, published by Franklin Watts, 1988.
I am a: Buddhist, Jew, Hindu, Muslim, Roman Catholic, Sikh (6 titles) different authors, published by Franklin Watts 1986.
My Belief, I am: Anglican, Buddhist, Greek Orthodox, Jew, Hindu, Muslim, Pentecostal, Rastafarian, Roman Catholic, Sikh (10 titles) different
authors, published by Franklin Watts 1986.
Stage 2: Beliefs and cultures: Hindu, Sikh, Jewish, Muslim, Christian, Buddhist (6 titles) different authors, published by Franklin Watt 1996.
Understanding religions, Marriage customs, birth customs, death customs, Initiation customs (6 titles) different authors, published by Wayland
1992
Life times, celebrating birth, growing up, wedding days, Journeys end (4 titles) different authors, published by Peter Bedrick Books 1998.
Stage 3: Variety of library books on Asian countries such as China, India, Indonesia, Japan, Korea, Malaysia, Philippines, Thailand and Vietnam.
Encyclopaedias.
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HSIE STAGE 1, 2 & 3
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NSW Department of Education and Training
Curriculum Directorate
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Celebrating diversity in our community
All communities have cultural events that are integral to their community. This includes festivals, race days, shows, markets, music festivals, street parades,
picnics, etc. These events celebrate and reflect individual communities.
Use the Multicultural calendar and the Diary of Multicultural events to develop a reference list of celebrations. Organise celebrations included in the
calendar, categories can include: National days, religious events, remembrance days, international days, include other headings as appropriate. Highlight the
days that are celebrated by students or in the community. Use a different colour to highlight events that students know about but do not usually celebrate.
Discuss personal experiences of a celebration they have participated in, e.g. local show, Clean Up Australia, Carols by Candlelight, etc. Share what they
enjoyed about the event, what it meant to the community, what the community would be like without these events. etc
Stage 1
Stage 2
Stage 3
CUS1.4 Cultural diversity
CUS2.3 Identities
CUS3.3 Identities
Describes the cultural, linguistic and religious
Explains how shared customs, practices, symbols, Describes different cultural influences and their
practices of their family, their community and
languages and traditions in communities
contribution to Australian identities.
other communities.
contribute to Australian and community identities.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Use a variety of library
Use a variety of library
Look at the origins of
CUS1.4
CUS2.3
CUS3.3
books, supplemented with
 develops an
books, supplemented with
 examines the
dedicated days or weeks
 researches the
a “bulk borrow” from the
understanding of a “bulk borrow” from the
effects of cultural that are observed in the
origins of
local council library (many
the effects of
local council library (many
events on
local community. (Refer to
dedicated days or
council libraries allow
cultural events on council libraries allow
communities
images page 34–36 in DD
weeks
teachers to do this) or the
our identity
teachers to do this) or the
Readers Middle Primary)
or
Equity Resource Library.
Equity Resource Library.
Students individually or in
 researches
Students work in pairs to
Students work in pairs to
pairs investigate the history
nationally
find illustrations of events
find illustrations of events
of these events. Include
remembered days
that have been highlighted
that have been highlighted
ANZAC Day, Australia
or weeks
in the class list. Show and
in the class list. Show and
Day, NAIDOC Week,
explain the illustrations to
explain the illustrations to
Labour Day, Queen’s
the rest of the class.
the rest of the class.
Birthday. Discuss what
Students choose one event  illustrates and
Choose a community
 explains the
happens in the local
to illustrate and annotate.
annotates a
event, e.g. local show,
importance of
community on these days.
community event Clean Up Australia, Carols
different cultural Find out what happens in
by Candlelight, etc to
events to
other (larger or smaller)
develop as a PMI. Look at:
communities.
communities on these days.
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What are the benefits of
this event for the
community? (Pluses) What
are the negatives effects of
this event on the
community? (Minuses)
What is interesting about
this event?
(News items may be used
to source this information.)
Prepare and present this
information as an
individual report to the
class.

prepares and
presents a report
on a specific
community event
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HSIE STAGE 1, 2 & 3
March 2003
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Aboriginal Dreaming
Teachers should refer to The Dreaming pages 22–23 in the Big Mob Books for Little Fullas teacher’s handbook for a concise explanation of The
Dreaming—“What is an Aboriginal Dreaming story?”—within Aboriginal culture. Refer also to Teachers notes and background information pages 9–18 in
the DET resource Talking Identity.
An explanation of the spiritual nature of Aboriginal Dreaming can be found at http://www.dreamtime.net.au/dreaming/dreamtime.htm this is suitable to use
as a fact sheet with students. This is on the Australian Museum web site.
Stage 1
Stage 2
Stage 3
CUS1.4 Cultural diversity
CUS2.3 Identities
CUS3.3 Identities
Describes the cultural, linguistic and religious
Explains how shared customs, practices, symbols,
Describes different cultural influences and their
practices of their family, their community and
languages and traditions in communities contribute contribution to Australian identities.
other communities.
to Australian and community identities.
CUS2.4 Cultural diversity
CUS3.4 Cultural Diversity
Describes different viewpoints, ways of living,
Examines how cultures change through
languages and belief systems in a variety of
interactions with other cultures and the
communities.
environment.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Read and listen to stories
Use Moorditj CD-ROM.
Use Moorditj CD-ROM.
CUS1.4
CUS2.3
CUS3.3
from the Big Mob Books
 develops an
This CD-ROM shows
 identifies some
This CD-ROM shows
 explains some
for Little Fullas teaching
understanding of examples of Indigenous
significant
examples of Indigenous
significant
kit. Aboriginal Dreaming
the different
culture. Go to > Main
customs, practices culture. Go to > Main
customs,
stories are The Bunyip and
purposes of
Menu > Themes > Land,
and traditions of
Menu > Themes > Land,
practices and
The Little Flying Fox.
Dreaming stories Law and Language. View
Aboriginal people
Law and Language. View
traditions of
Use the teaching notes in
and listen to this section of
and listen to this section
Aboriginal
the teacher’s handbook and  enhances own
the CD as a group. Also
of the CD as a group.
people
select suitable tasks from
understanding of view some of the
Also view some of the
the Blackline Masters to go
Aboriginal
individual artists. Identify
individual artists. Identify
with each story.
culture
important features of
important features of
Students can read the story
Aboriginal culture.
Aboriginal culture.
using the big book and
Go to web site (2). Read
Print text from web site
CUS2.4
CUS3.4
individual copies. Listen to
the story (print if
 describes the
(1). Go to web site (3)
 reflects on the
the story being told on the
necessary).
Dreaming story in select “Why Stories are
role of Dreaming
tape. The tape has the
Use the teaching ideas in
the context of its
told” by Aunty Beryl
in conveying
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HSIE STAGE 1, 2 & 3
March 2003
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Curriculum Directorate
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storyteller giving
background information
relevant to each story.
Talking Identity, topic 1,
The land, the lore and the
Dreaming. Conclude with
part 3 on page 22.
purpose to teach
value and respect
for others in the
community
Carmichael (bottom of
list) and print this text off
as well. Students read
this material. Discuss and
compare these two texts
to enhance understanding
of the importance of
Dreaming stories.
Students then work in
pairs to read and listen to
the stories on (3).
Students develop a
concept map (mind map)
to show an understanding
of the complexities of
Aboriginal culture.
societies rules,
behaviours,
environments and
relationships
 identifies the role
Dreaming stories
have in the
spiritual life of
Aboriginal
people
CUS3.3
 shows an
understanding of
the complexities
of Aboriginal
culture.
(1) http://www.home.aone.net.au/stories/doc/mcleod.htm
(2) http://www.koori.usyd.edu.au/students/josiel/
(3) http://www.dreamtime.net.au/dreaming/storylist.htm
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March 2003
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Curriculum Directorate
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Diversity of people’s beliefs
By learning about the different world religions it is envisaged that students will develop respect for individuals to hold beliefs and customs that are different
from their own. Five main world religions have been identified for study; they are Christianity, Buddhism, Hinduism, Islam and Judaism. If your
community identifies with another world religion then this should also be included, e.g. Baha’i, Sikh. By learning about the essence of different religions it
is hoped that this will engender greater understanding and acceptance of individual differences in our culturally diverse society.
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. If necessary the
teacher may need to give examples and use illustrations from the collected reference books if students do not have these experiences.
Using the CD-ROM Sites and Scenes go to The Great Synagogue site. Use the introductory video and information in the Experts section to establish what
some of the main beliefs or tenets of Judaism are; or if necessary refer to www.greatsynagogue.org.au. Judaism, along with Hinduism are two of the world’s
oldest religions.
Use the ideas addressed in The Great Synagogue to brainstorm the tenets of religion that individuals have personal faith in, e.g. fundamental beliefs, deities,
Holy writings, ‘teaching’ principles guiding followers lives, beliefs about the after life, etc. From these tenets develop some main ideas to use in a class
retrieval chart. This could include:
Stage
2
2
2
2
2
2
1
3
3
3
2
Judaism
Christianity
Islam
Hinduism
Buddhism
Beliefs
Religious practice
Religious observances
Deities
Holy writings
After death beliefs
How families are the same or
different from mine
In Australia
World map
In another country
Marriage customs
The Racism No Way web site also provides fact sheets on world religions that enhance teachers’ knowledge
http://www.racismnoway.com.au/classroom/Factsheet/ select View by Theme, then Cultural Diversity and Multiculturalism.
This background of 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.
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HSIE STAGE 1, 2 & 3
March 2003
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NSW Department of Education and Training
Curriculum Directorate
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Stage 1
CUS1.3 Identities
Identifies customs, practices, symbols, languages
and traditions of their family and other families.
CUS1.4 Cultural diversity
Describes the cultural, linguistic and religious
practices of their family, their community and
other communities.
Activities
Indicators
Address each religion
CUS1.4
individually: Judaism,
 begins to develop
Christianity, Islam,
background
Hinduism and Buddhism.
knowledge on
Use the Teachers notes
world religions
and background
information located at the
end of this unit. Read the
information to the class,
discuss and clarify the
different concepts of each
religion.
Use books suitable for
 develops an
Stage 1 such as Our
understanding of
Culture: Jewish, Hindu
how other
etc, series and/or I am a
families religious
Jew, Buddhist etc, series
beliefs are
(both published by
included in their
Franklin Watts) available
family life
from the State Equity
Centre. These books look
at a family and their
religious practices. Read
Stage 2
CUS2.4 Cultural diversity
Describes different viewpoints, ways of living,
languages and belief systems in a variety of
communities.
Activities
Address each religion
individually: Judaism,
Christianity, Islam,
Hinduism and Buddhism.
Use the Teachers notes
and background
information located at the
end of this unit. Read the
information to the class,
discuss and clarify the
different concepts of each
religion.
During the discussion on
each religion refer to the
headings on the retrieval
chart. Make brainstorm
notes.
Use books suitable for
Stage 2 to further research
the aspects of each religion
listed on the retrieval chart.
The Beliefs and culture
series (published by
Indicators
CUS2.4
 develops
background
knowledge on
world religions

identifies the
different tenets of
each of the world
religions

undertakes
research on each
world religions to
facilitate respect
and tolerance of
cultural
Stage 3
CUS3.3 Identities
Describes different cultural influences and their
contribution to Australian identities.
CUS3.4 Cultural diversity
Examines how cultures change through
interactions with other cultures and the
environment.
Activities
Indicators
Address each religion
CUS3.4
individually: Judaism,
 enhances
Christianity, Islam,
background
Hinduism and Buddhism.
knowledge on
Use the Teachers notes
world religions
and background
information located at the
end of this unit. Read the
information to the class,
discuss and clarify the
different concepts of each
religion.
1. Students undertake
CUS3.3
research on features of
 researches the
each of the world
features of world
religions in Australia.
religions in
Judaism: use the CDAustralia
ROM Sites and scenes
to further investigate
 identifies the
the site, The Great
impact and
Synagogue > Experts >
influence of each
Historians.
of the world’s
Christianity: use
religions on
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HSIE STAGE 1, 2 & 3
March 2003
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NSW Department of Education and Training
Curriculum Directorate
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the text together and talk
about what is happening in
the pictures.
Students list what is the
same and different
between the family in the
book and students’ own
families. Choose a
student’s work to add to
the class retrieval chart.
Repeat for the other
religions. The best order in
which to study world
religions is Judaism,
Christianity, Islam,
Hinduism then Buddhism.
CUS1.3
 compares family
lifestyle of own
family with other
culturally
different families
Franklin Watts) available
from the State Equity
Centre are suitable for this
activity.
Students discuss and
record brief points on each
of the retrieval chart
headings. Teacher selects
student’s work to add to
the retrieval chart.
Repeat for the other
religions. The best order in
which to study world
religions is Judaism,
Christianity, Islam,
Hinduism then Buddhism.
differences
information from an
Australian
encyclopaedia,
photocopy; students
read and discuss in
relation to personal
experience of
Christianity.
Islam: read the fact
sheet available at web
site (1) follow link to
Islam in Australia.
Discuss information:
are these facts
accurately portrayed in
the media?
Hinduism: (2) Use this
web site to investigate
Hinduism in Australia.
Buddhism: Use the
web site (3) to
investigate Buddhism
in Australia. Undertake
some of the student
activities and
investigate the links
included on this site.
Students record key points
on each religion in
Australia. Share personal
findings with class on each
religion. Teachers select
Australian society
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HSIE STAGE 1, 2 & 3
March 2003
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Curriculum Directorate
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students’ work to include
in class retrieval chart.
2. On a world map(s) use
different colours or
codes to locate the
distribution of each
world religion. Rank or
graph the population
size of each religion.
(Use a simple
spreadsheet.) Refer to
Beliefs and culture
series (Franklin Watts)
for this information.
Add to class retrieval
chart.
CUS3.4
 locates
distributions and
size of each world
religion
3. Use the information in
 researches the
(2) to identify a country
religious
to research how beliefs
practices of
are expressed in another
Indonesia or
culture. Using the CDanother Asian
ROM, Asia At a
country
Glance, choose from
China, India, Indonesia,  locates and
Japan, Korea, Malaya,
records
Philippines, Thailand or
information on
Vietnam. Indonesia is a
the main religions
good choice.
of Indonesia or
Information is available
another Asian
on Hinduism,
country
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HSIE STAGE 1, 2 & 3
March 2003
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Buddhism, Islam and
Christianity in
Indonesia. Research
each of these religions
in Indonesia. Go to Asia
at a glance > Indonesia
> Reference > access
the Library of Congress
Country Study URL
link. Use the
information under
religions. The language
used in this text is quite
complex and will need
to be shared and
discussed with students.
Discuss and make brief
points on each religion
as it is expressed in
Indonesia. Points can
include: number of
followers, brief history,
how the different
religions relate to, or
affect each other, how
each religion is
expressed in
communities, etc.
Students visually present
 presents
the information they have
completed
researched. Display all
research to other
students’ work and include
students
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HSIE STAGE 1, 2 & 3
March 2003
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Curriculum Directorate
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a sample in the class
retrieval chart.
(1) http://www.dfat.gov.au/facts/
(2) http://www.hinducouncil.com.au/
(3) http://www.curriculum.edu.au/accessasia/thailand/lotus1.htm
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March 2003
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Curriculum Directorate
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The effect of diversity on communities
In this section of the unit the syllabus content for each stage is quite different and there are no areas of “common” teaching. Where possible the teaching and
learning activities have been organised to allow each stage to work on research-based tasks in groups that enable teachers to work with one stage at a time
while the other stages are working independently on established activities. To ensure that each stage has suitable materials to work with a wide range of
resources has been used. Teachers will need to ensure that the resources have been sourced for these lessons.
Stage 1
Stage 2
Stage 3
CUS1.3 Identities
CUS2.3 Identities
CUS3.3 Identities
Identifies customs, practices, symbols, languages
Explains how shared customs, practices, symbols, Describes different cultural influences and their
and traditions of their family and other families.
languages and traditions in communities
contribution to Australian identities.
contribute to Australian and community identities. CUS3.4 Cultural diversity
CUS1.4 Cultural diversity
Describes the cultural, linguistic and religious
Examines how cultures change through
CUS2.4 Cultural diversity
practices of their family, their community and
Describes different viewpoints, ways of living,
interactions with other cultures and the
other communities.
languages and belief systems in a variety of
environment.
communities.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Refer to Lesson plan 5 in
In our increasingly diverse CUS2.4
Identify the main religions
CUS1.3
CUS3.4
Treasures: Greetings are
 identifies
society, attending a
 examines the
of Japan (Buddhism and
 examines the
among the rituals shared
greetings and
wedding ceremony of
cultural diversity Shinto, most Japanese
cultural diversity
by different communities,
gestures which
another ethnic group is
of marriage
practice both). Use the CDof Japan
page 26.
are shared by
becoming more common.
customs
ROM, Asia at a glance. Go
Collect images of different
people in another Learning about and
to Japan, then Snapshots.
 examines the
types of greetings, e.g.
country, e.g.
respecting the different
Select snapshots that
effect of different
bow, handshake, kiss, hug,
Korea, India,
customs associated with
illustrate aspects of
religions on
rub noses, etc. Do any of
Japan, Sri Lanka marriage is a step towards
religious life in Japan.
Japanese culture
these greetings reflect the
racial tolerance.
Teacher models how to
religious background of
save the chosen snapshots
 uses computer
people?
Depending on resources
into a folder. Model how to
technology to
In pairs, role-play different  uses greetings
available and students’
copy the saved snapshots
sort and store
greetings. Ask students
and gestures from interests, other customs
into a PowerPoint
research
how they think people
own community
could be researched
presentation.
information
would feel if they used a
and other
instead. This could include:
Show the PowerPoint
cultural greeting
communities
birth, coming of age or
presentation to the class on
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HSIE STAGE 1, 2 & 3
March 2003
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NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
appropriate to people of
another culture. Discuss
pluses and minuses.
Go to Activity 1,
Greetings, gestures and
images, page 7 in Where
the sun rises, and refer to
the images in the student
magazines. This material
provides a case study of
greetings in Japan that
supports the teaching and
learning in the Treasures
lesson.

communicates an
understanding of
how people in
another country
express their
culture by
mentioning some
customs,
practices and
traditions
Following the viewing of
 identifies events
PowerPoint on Japan (from
and activities that
Stage 3) go to Activity 5,
are shared by
Festivals, page 27 in
people in Japan
Where the sun rises. This is
an example of a Shinto
festival. Undertake some of
the teaching and learning
activities on page 29.
funerals. These life events
have significance in all
cultures and religions.
Use a variety of library
 develops
books to read about the
knowledge and
different marriage customs
understanding on
associated with each of the
marriage customs
world religions. Allocate
of a world
students a different religion
religion
to research and present as a
poster. Information
researched could include:
Choosing and finding a
partner, before the
 researches
wedding, clothing worn,
marriage customs
colours and their
associated with a
significance, the marriage
particular world
ceremony, wedding
religion
attendants, rings, wedding
celebrations, after the
wedding.
There are many excellent
 uses web sites to
web sites that students can
research
use for this research. Use
marriage customs
search terms such as
Jewish weddings, Hindu
weddings, etc. rather than
just weddings. Sites can be
bookmarked for student use
or identifying suitable sites
could be set as a homework
task.
life in Japan.
Discuss aspects of religion
in Japan that further
develops student’s
understandings of the
tenets of Buddhism.
Students now undertake
 uses a range of
this same task, individually
reference
or in pairs using Asia at a
material to
glance. Students select one
research aspects
of the other countries, e.g.
of different
China, India, Indonesia,
religions in an
Korea, Malaysia,
Asian country
Philippines, Thailand or
Vietnam, on which to
develop their PowerPoint
presentation. Add
additional information
collected in the note section
using other reference
material found during
library lessons that focuses
specifically on the tenets of
the religion(s) in that
country. A research
contract can be developed
to guide this work. Include
a list of features to assist
students on differences
between countries, e.g. the
‘age’ of the country,
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HSIE STAGE 1, 2 & 3
March 2003
Page 15 of 16
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/
Students note relevant
information briefly and
include some illustrations.
Share completed work with
the rest of the class and
include in class retrieval
chart.
Teacher leads a class
discussion focusing on
what is the same and what
is different from weddings
students may have
attended.

presents research
information as a
poster
 presents and
displays
completed work
 discusses aspects
of marriage
customs that are
similar and
different in each
of the world
religions
differences in clothing,
style of buildings, the
importance of religion and
ceremonies or festivals etc.
Students also prepare some
oral points comparing the
features that are very
different in the country
researched to Australia.
Students show completed
presentations to the class
and discuss the main
differences between the
religions of the country
they have researched from
Australia in their
presentation.

develops and
presents oral
points comparing
the religious
features or an
Asian country to
Australia

presents and
displays
completed work
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HSIE STAGE 1, 2 & 3
March 2003
Page 16 of 16
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/