Skills: Compares, Inquires, Reflects, Respects, Empathises, Engages
Audience: Stage 1
Submitted by: Salma Al Hindi
Resource description: 
Voices in the Park (by Anthony Browne) explores one experience (a visit to the park) through four different perspectives. 

Teaching and learning ideas:
1. Show students the cover of the book and read the title. What do the students think the book is going to be about? (Do any students suggest that it is to do with friendship because the dogs and two children are together in pairs?)
2. Gather the students close on the carpet so that they can see the illustrations. Show each page and read the book straight through without stopping. Then go back to the start, and ask the students questions about the friendship of the two children who meet at the park. Ask the students about friends that they have met who are from different cultures - how did they meet them and how did they feel when they made a new friend? These starting points will lead into fruitful observations. Allow students time to listen and think. Mirror back comments that might lead to further thought.
3. Ask students to draw a picture about when they have met someone new. This is to be used as a reference for writing. After they have drawn their picture, ask students to write about meeting someone for the first time and how they felt about making a new friendship. After the writing has been edited by a teacher, students can share their writing on a class blog or publish as a story.
4. Allocate an individual ‘voice’ to groups within the class and ask them to make a list of ideas about the different characters. After an allocated time, come back together to share each group’s thoughts and make a class list. 
5. Further possibilities for intercultural communication include:
• Discuss what each character thinks about the other three. 
• Hot seat each character in turn (allow class to prepare questions in advance).
• Having selected a key image, students draw a ‘thought bubble’ to show what the character is thinking.
• Discuss why the characters might behave as they do.
• Freeze an image and then interview the characters about what they are thinking and feeling.

Skills: Prepares, Observes, Compares, Inquires, Reflects, Respects, Empathises, Engages
Audience: Year 2-3 EAL/D students (New Arrivals); ESL Scales Stage 1, Band A1
Submitted by: Hanan Elhage
Resource description: 
Azzi in Between (by Sarah Garland) is story is about a young girl called Azzi, who escapes with her family to a new country due to war. Azzi and her family flee their unspecified Middle Eastern country and arrive as refugees in the Western city that gradually becomes their home. This is a story full of powerful emotions about fear, separation and loss, but it is also a story about hope and new beginnings.
Teaching and learning ideas:
Lesson 1 (Writing)
Have students view the front page of the book (don’t read or show any other pages of the book at this stage). Pose questions for students to brainstorm and record key words on the board. (EAL/D students might need this as a work bank for future lessons so a word wall should be created.) 
• Where is this girl?
• What is happening in the picture?
• Why is the girl holding a toy?
• Where do you think she is? 
• Why is she looking behind her?
• Where is she going?
In pairs, have students sit knee to knee and discuss what they think, feel, observe, etc. Using the question card for Compare: How does this connect to your experiences? What is similar?, What is different?; Reflect: How do you feel about what you see?, Why do you think this way?; Empathises: How do you think Azzi is feeling?

Lesson 2 (Writing and Talking)
Using the front cover, have students complete a Y chart (see file below) to write down their predictions of what has happened before this picture took place, what is happening now (what you see in the front cover) and what will happen after this image. 
Then, as a group, share the students’ predictions. As you read the book, see if any of the students’ predictions were correct. There is no right or wrong answer. 

Lesson 3 (Talking and Listening)
Compare and reflect about personal experiences, using a Venn diagram. Have students sit in a large circle, with two overlapping hoops in the centre to represent a Venn diagram.
Above one hoop, place an image of Azzi meeting her new teacher. Above the other hoop, place an image of one of your current students meeting you (class teacher). Together, have student compare the two and discuss their similarities and differences. Allow the students to share their personal experiences. The teacher will take the role of recorder to allow the students to build their communication skills.

Lesson 4 (Visual Literacy)
Using the image below, have students discuss what they see. Discuss what is happening and what/why there are several pictures on the one page. What do they represent? Why are there different colours used in the picture? What is the author trying to tell the viewer? Read the text underneath the illustrations and allow the student to discuss. How this makes them feel? And why? Have they been in the same situation? How would they support Azzi if they saw her? Who supported them and in which ways?

Lesson 5 (Listening, Talking and Writing)
Watch the clip (below) about the 2013 Syria Humanitarian Appeal: https://www.youtube.com/watch?t=83&v=qvzmMuVWZGs
Allow students to discuss what they saw and how they felt. What did it mean to them and why? In groups or pairs, have students complete the Describe, Interpret, Evaluate chart (file below), to record what they saw, what they felt and why they felt that way. Discuss what positive help or support they received from people, government agencies, etc. How does it compare to Azzi’s support?
(Note: These are sensitive topics which may evoke strong feelings in some students. Please provide the necessary support structures and prioritise student wellbeing.) 

Lesson 6 (Listening, Reading and Talking)
Read the whole book to the class and have them at the end to reflect on their own experiences.
Use the Intercultural Communication question cards to facilitate discussion.

Lesson 7 (Writing and Talking)
Students draw their favourite memory of their home country (playing with friends, going out with their family, etc.) and then write a brief description of their drawing. Display student work in classroom and allow students the opportunity to present their finished work to the class (short talk).

Skills: Observes, Compares, Reflects, Inquires, Respects, Engages
Audience: Years K-2
Submitted by: Kirli Saunders
Resource description:
"Whoever you are" is a Mem Fox book which helps very young students build understandings around cultures. It celebrates the bonds which unite us all, and allows students to explore similarities and differences.
Teaching and learning ideas:
Use the question cards Observes, Compares, Reflects, Inquires, Respects and Engages for this activity.

• While reading the book, ask students to think about:

 - what patterns they see throughout the book (O)
 - what they may find surprising. (O)

• After reading the book:

- ask students to identify how they are similar to the children in the book (C)
- ask students how they differ from the children in the book (C)
 - ask students what the message of the story is (R)
 - allow students to reflect on whether they were surprised by aspects of the book and have them identify aspects they would like to learn more about, for example "I was surprised by the schools around the world, and I'd like to know more about how other children learn" (I)
- reiterate the message of the book - regardless of our backgrounds, we all love, cry, laugh and hurt the same
- ask students why the book's message is important for all people (RR)
 - ask students how the book's message could change the way they play in the playground and make new friends. (TR)
Note: If you don't have the book, a reading is available at https://www.youtube.com/watch?v=n9swWI5SPKQ

Skills: Respects, Empathises, Engages
Audience: Years 3-4
Submitted by: Lisa Graham
Resource description:
The need for education about racism is highlighted in this video which relates several incidents of racism against well-known sports stars and celebrities. The story looks at how the government has engaged with young people to create a video to promote anti-racism at school.

• Explore prior knowledge of racism 
• Develop empathy for victims of racism 
• Provide students with the skills to stand up for victims of racism

View the resource at http://www.abc.net.au/btn/story/s3825539.htm
(Note: In addition to the video, a range of teaching ideas is also available at the site)

Skills: Observes, Compares, Reflects, Respects, Inquires, Empathises, Engages

Audience: Years 7-10

Submitted by: Morgan McCarter and David Hartwig 

Resource description: 
A range of resources including interviews, poems and videos which explore complex questions around stereotypes and identity and racism.

1. Am I black enough for you - Anita Heiss discusses questions of Aboriginal identity
2. Aboriginal Identity: Who is ‘Aboriginal’?
3. Anita Heiss explores the idea of stereotypes in the Anita Heiss Talks Resource: Characterization 
4. A poem by Anita Heiss entitled My best friend's white
5. Insight - I'm Not Racist, But...

Anita Heiss talks about Characterisation 

Teaching and learning ideas: 

• Before viewing the video, brainstorm situations in which you witnessed injustice.
• After viewing the video, hold a class discussion: How did you feel? Did anything surprise or shock you? How would you have reacted?
• In groups, review one of the brainstormed situations, discussing how you could respectfully and safely
  react to the situation.
• Perform a role-play for the whole class.

Skills: Prepares, Observes, Compares, Reflects, Inquires, Respects, Empathises, Engages

Audience: Years 7-8

Resource description:
Students watch the video, in which post-graduate students
undertake Australian culture training as part of their work for a New Delhi call-centre. In the suggested activities on the Screen Asia website, students create their own 'Australian Culture Capsule' and compare it with the one presented in the video clip, analysing the values which lie behind their choices.

Skills: Prepares, Observes, Compares, Reflects, Inquires, Respects, Empathises, Engages
 
Audience: Years K-12

Resource description:
Students watch what happens when complete strangers hop in a ball pit together and answer questions about themselves. 

Discussion ideas:

• What did you enjoy most about this video?
• What message can we take away from watching this?
• How can we live this message in our everyday lives?
• Is there something similar we could implement in our class/year/school/community?

Resource description: 
Each student selects a character card on from the Someone Else's Shoes resource on the Teaching Tolerance website. In pairs, students share their character's story and practise being an empathetic listener. 

Teaching and learning ideas:
After sharing your character's story, consider the following questions:
- How did your partner demonstrate empathy to you?
- Is there anything you wished your partner did to demonstrate more empathy? Discuss this with your partner.
- Do you find any differences of opinion about what empathy looks, sounds and feels like?
- Why might these differences exist?

The resource is linked below

Skills: Empathises, Engages

Audience: Kindergarten

Resource description: 
This Racism No Way resource provides an introduction to some key phrases that will assist students in achieving positive outcomes in response to unfair situations. 

Note: A range of teaching and learning activities which deal with prejudice, stereotypes and discrimination can be accessed on the Racism No way website below.