Skills: Observes, Compares, Inquires
Audience: Year 11 Society and Culture
Submitted by: Sally Farr
Resource description: 
The web links below cover aspects of Vietnamese culture including status of the individual, social relationships, value system, family structure, religion, diet and communication.
Teaching and learning ideas: 
Students choose one topic from the list below. Students read the suggested material and then carry out further research of their own. Students use the intercultural communication question cards (observes, inquires, compares) at http://interculturalcommunicationkit.weebly.com/question-cards.html to make observations and compare the target culture with their own experiences. Students complete one of the graphic organisers provided under Culture capsules at http://interculturalcommunicationkit.weebly.com/teaching-strategies.html and present their findings to the class.
Links: 
Status of the individual
http://www.vietspring.org/values/attitude.html
Social relationships
http://www.vietspring.org/values/social.html
Value system
http://www.vietspring.org/values/valsystem.html
Family structure
http://www.vietspring.org/values/family.html
Vietnamese-Australian families
https://aifs.gov.au/publications/families-and-cultural-diversity-australia/10-vietnamese-australian-families
Religion
http://www.vietspring.org/religion/religioninvn.html
Diet
https://ethnomed.org/clinical/nutrition/viet-food
Communication
http://vietnam-beauty.com/vietnamese-culture/164-communicating-with-vietnamese-people.html
Non-verbal communication
http://www.holidaysvietnam.com/travel-guide/vietnam-non-verbal-communication.html

Skills: Observes, Compares, Reflects, Inquires
Audience: Years 11-12
Resource description: 
An English-language project completed by a class in Italy.

Teaching and learning ideas:
​This would be a good opportunity for a flipped classroom - students watching the video at home, for discussion and reflection in class.
Students could complete their own version as a collaborative project, in non face-to-face lessons, introducing their own school to students in Italy.

Skills: Prepares, Observes, Compares, Inquires, Reflects
Audience: Years 5-6
Submitted by: Francesca Davis
Resource description: 
This video explores an imaginary village where people embrace cultures, languages, religious practices and values in a way which challenges students to think about difference and to understand diversity. It provides a snapshot of issues such as poverty and education.

The video enables students to:
- develop an understanding of the different ways people live, both within their own communities and around the world
- think about the differences and similarities with others
- understand diversity.

This video could also be used in MATHS for a lesson on statistics, in PDHPE for a lesson on respect and responsibility, and in CREATIVE ARTS to depict traditional celebrations. 

Teaching and learning ideas:

Pre-video

• Develop a concept map to brainstorm the different backgrounds and languages in the class.
• Use a floor world map, have students to group together according to their country of origin, and use a bar chart diagram to organise information and record the findings.
• Discussion: Looking at the title of the video, what do you think the video will be about? What do you imagine when you hear the words “world village”?

Post-video
Discuss students’ insights into the different aspects of the village: Cultural, traditions, values, age, gender, impact of the environment, etc. 

Describe and discuss the differences, similarities and challenges that cultures face: 

• What is your favourite aspect of the ‘world village’?
• What do you think life in this village would be like? 
• How would life in this village be similar or different from your life? 
• What is the importance of having access to clean air and water?
• If you could live anywhere in the world, where would you choose, and why?
• Which aspects of the ‘world village’ are important to you?
• Has the video changed your view on the world? Why or why not?
• What new information have you learned?

After the discussion, students could complete the following (individually or in pairs):

• Make a detailed list of things you need and things you would like in your community, justifying choices. 
• Use a range of websites and to investigate the different ways people live both within their own communities and around the world.
• Research two countries which have a different level of access to basic human rights than Australia, such as education, clean water, food, etc. Investigate the impact these differences have on the future lives of children.

Celebrate with others
At the end of the unit, students will deepen understanding about how intercultural awareness can enrich their lives, and that cultural practices can bring people together. Hold “A day of celebration! Share with us greetings, food, games, stories, drama, dance and costumes!”

Skills: Observes, Inquires, Compares, Empathises
Audience: Stage 2
Submitted by: Gina Cahill
Resource description: 
This film clip shows a young girl’s daily life in Uganda, including the work she and her family need to do. It provides a snapshot of the differences in housing and the standard of living compared to the average Australian child.
Teaching and learning ideas:
1. Before viewing the video, PREPARE students by discussing the following:
• What chores do you do at home?
- How do you help your mum and/or dad?
- How much time do you spend each day doing chores? 
- Do you do chores for love or money?
• How food is prepared at your house?
- Who cooks?
- What do they use to cook?
- How long does it take to prepare a meal?
- Where do you eat? (e.g. together at a table)
- How do you eat? (e.g. with chopsticks)
• What is your favourite thing to do?
- What do you like to do indoors?
- What do you like to do outdoors?
• What are you thankful for?

2. Show students a map of the world and see if they can find where Africa is. Then direct them to Uganda. Ask them to imagine what life may be like there.

3. Introduce the film by saying: We are going to watch a film about a girl called Lucy who is 9 years old. She lives in Uganda.

4. After watching, discuss students’ reactions. Sample questions:
• Tell me something you noticed about Lucy’s life. How is her life different or similar to your life?
• What did you like about the film?
• What was good about Lucy’s life? What was difficult for her?
• Does the family work hard? Do they have much money?
• What does Lucy feel lucky for?
• How does the film make you feel? 

5. Sample follow-up tasks:
a. Write a letter to Lucy telling her about your life and family. 
Your letter should be:
• informative, telling Lucy about your own life and experiences
• carefully edited – reread your letter to check and improve meaning and add new information. Check your punctuation.
Aim to include at least three connectives in your letter. You can view a range of connectives at http://www.sparklebox.co.uk/literacy/vocabulary/word-lists/connectives/#.VdZmiPmqqko 

b. Organise a fund-raising activity to make a donation to a child/community in need, e.g. via https://trans.worldvision.com.au/generaldonations/donate.aspx

Skills: Observes, Compares, Reflects, Inquires, Respects, Empathises
Audience: Stage 2 and Stage 3
Submitted by: Alison Seymour
Resource description: 
Video: https://vimeo.com/98919897
A cartoon about a bird who learns to whistle. We see its 
frustration as it struggles to copy other people and animals. Finally it makes a big effort and starts to whistle successfully. This video could also be used in PDHPE for a lesson on resilience and perseverance, but it has an intercultural component as well.  

Teaching and learning ideas:
Pre-video

• How many people speak another language at home? 
  
• (For ESL students) How long have you been learning English?
  (For non-ESL students) Do you have a family member or friend who speaks another language? 
• How does it feel when you try to talk in English/another language? 
  
• Can you whistle?

Introduce video of a baby bird learning to whistle.

Watch video
Stop at various points to ask: What is happening? What else do you notice? 
Worksheet (see file below): Number the pictures in the sequence they appear 
Compare answers – watch and re-check 

Post-video discussion

• Did you understand everything you saw in the video? 
  
• How did the little bird learn how to whistle? 
  
• How did the little bird feel when it could not whistle?  
  
• (ESL) Is this how you feel when you can’t say what you want to say in English? 
  (non-ESL) What could you do to help others who do not speak English?

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: Prepares, Observes, Reflects, Empathises
Audience: Years 4-6
Submitted by: Sheree Payne
Resource description: 
Students brainstorm ideas on bullying, then watch a video on a child being bullied. 
Teaching and learning ideas:
NOTE: Yo may like to use the SMART Notebook provided at the bottom of this post.
• Write the word “Bullying” on a large piece of paper. Discuss what the students believe bullying is and what they see as actions of bullying.
• Why do you think people bully?
• Who is involved in bullying? Victim, bully and bystanders.
• How do all the people involved feel?
• Watch bullying video (https://www.youtube.com/watch?v=XCPKMWyF1Lo)
• Did you find this example confronting? How did it make you feel? What did you notice? Have you changed any of your thoughts? Refer back to brainstorming.
• Why do some people laugh? Can you imagine what it feels like? What can we do to help? How can we, as a group, stop this from happening to others? Brainstorm some ideas of some things we could say or do to either help a victim or when we are the victim.
• Why don’t people speak up? How can we safely stand up for others? What sort of things could we do as bystanders?
• How can we challenge the typical stereotypical bully? How can we change our thoughts on being a bystander?
• Why is it important we stand together? Standing together does what for us as individuals? Why do other students need us to speak up for them? Watch video of How bullying can make you feel.
• Have you changed your thinking on anything we have discussed? Why or why not?
• Is there anything we have discussed today that is new to you?
• If you were to witness a bully situation on the bus this afternoon, what would you do?

Skills: Observes, Compares, Reflects, Empathises
Audience: Intensive English Program - Level 2
Submitted by: Firoozeh Koopaei
Resource description: 
Azzi in Between (by Sarah Garland) is a story about fear, separation and loss, as well as hope and new beginnings. It is not only a strong narrative but also an artistic presentation of powerful emotions through lines, colours and shadows. The story is about Azzi, a Middle Eastern girl, who is forced to move from her hometown and seek refuge in a new country due to war. In the new country, every member of the family faces their own challenges to start a new life.
Teaching and learning ideas:
Pre-reading activities:
Examine the front cover of Azzi in Between. Discuss what you can see, what type of book it is, etc. (genre – introduce term).
• What clues does the front cover give us about the story?
• Who is the little girl?
• What does the title mean?
• What do you think Azzi is ‘in between’?
• What is she holding in her hands?
• What do you think she is looking at in the picture?

Suggested activities before reading the text:
• Short burst writing – this could be done as a follow-up task.
• Students write individual predictions: What do they think the story will be about?; What clues are there on the front cover that lead them to think this?

Reading the text
The book could be explored as a whole class activity, with discussion. Suggested discussion questions while reading the text:
• Compare the first picture (caption: There was a country at war…) and the third picture (caption: Every day the war was coming closer...). What feelings does this evoke?
• How do the pictures make you feel?
• What are the characters doing?
• Why is the first picture coloured differently to the others on this page?
• How do you feel as you watch soldiers marching by?
• In what ways is life being disturbed?
• Create a brainstorm of words which describe the differences.
• How could the teachers help Azzi to understand what they are saying?
• How could you make Azzi feel welcome if she came into your class.
• Look at the text and describe how the family feels when they see Grandma again.
• Why couldn’t Azzi sleep?
• Why was she able to sleep happily in the end?
• Is the ending totally happy?
• What do the beans symbolise?
• Can the students find examples from the text which show fear? (Discuss the effect of the colours used.)
• What do people need to achieve in order to enjoy a new life?
• If you moved to another country, what are some of the things you would need to help you settle in?
• Is there a key message in the story?
• What has this story taught you?
• What issues has the story addressed? (e.g. war, refugees, how can other countries help)
• How has the author helped you to understand the issues?
• Do you like the way this story was presented, as a comic? Why or why not?
• What do you think the author’s purpose is? How do you know?

Post-reading activities
• Summarise what happened to Grandma.
• Cloze: Pair work. Select a range of sentences and images from the text. Students take turns to read the sentences to their partner. Their partner must find the correct picture on their worksheet, and copy the sentences underneath the correct image. The dictating student will need to include punctuation, e.g. full stop, comma, etc.
• Art project: Students create a comic that shows the journey from their country to Australia. Their finished work will show an understanding of shot types, colour and composition used in comics and film. The graphic novel Azzi in Between and particularly Sabeen’s and Grandma’s stories will be used as inspiration.

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