Cultural Comprehension - difference... differently · the wider community; the cultural comprehension working party have created a 10-session program to help link the school community

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!"#$%&'(&)*'$%+,-)#"#./0+.$1+)20.3$-*)(4$3)*(#5&''4$*62.+1'#73#/$("#$/&--+)($*.7$*//0/(*.6#$+5$("#$5+''+10.3$+)3*.0/*(0+./8Department of Education & Early Childhood DevelopmentCity of Greater DandenongDandenong High SchoolSchool Focused Youth ServiceSouth Eastern Region Migrant Resource CentreCentre for Multicultural YouthFoundation HouseVictoria Police

9)+3)*,$*.7$:*.&*'$6+.()0;&(0+./$;48Vicky ArgyropoulosCarol CollinsGeorgina CrawfordKate JacksonChantel KlienerMatter MacharSylvia MarovJohn O’Shaughnessy

9)+3)*,$:*.&*'$<$=&--'#,#.(*)4$>.5+),*(0+.John O’Shaughnessy

Department of Education & Early Childhood Development

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%+.(#.(/The Cultural Comprehension working party 2The need for Cultural Comprehension 3The Cultural Comprehension approach 4Aims & Objectives of Cultural Comprehension 5Cultural Comprehension - Program overview 6Facilitating Cultural Comprehension in your school 7Resources required 8Evaluating Cultural Comprehension 9Beginning point student outcome survey 11End-point student outcome survey 12!"#$%&'"()*(+,)&-(.&/0)*-1203) 45?#//+.$@$=#//0+.$9'*./8$A.7#)/(*.70.3$%&'(&)#$B$!"#$>.70C07&*'$ DECultural mapping 17Find a person who… 19What’s in a name? 20Someone just like me 21Satellite Self 22A.7#)/(*.70.3$%&'(&)#$B$!"#$F*,0'4$ GHMaking your Australian mark 25Where I come from 26A.7#)/(*.70.3$%&'(&)#$B$!"#$%+,,&.0(4$ GI 601.0%('&"*7)#',010"(7)8-()"&()91&":;) <=The feast! 30Cultural awareness quiz - The hot seat 339#*6#$J&0'70.3$B$!"#$>.70C07&*'$ KE>&"?'.()/+"+:0/0"()) @A>&"?'.().&"B-*'&")) @=9#*6#$J&0'70.3$B$!"#$F*,0'4$$ HL Parental Peace 41Family Feud 429#*6#$J&0'70.3$B$!"#$%+,,&.0(4$$$ HH The Island 45Create an advertising campaign 46M+06#$B$!"#$>.70C07&*'$ HIStamping out stereotypes 49Pop culture + Diversity 50M+06#$B$!"#$F*,0'4$$ NGCultural Calenders 53Apples + Oranges 54M+06#$B$!"#$%+,,&.0(4$$ NEVoices for changes 57Helping Hands 58 =&--+)($=#)C06#/$$ NO$P#5#)#.6#/$<$F&)("#)$P#*70.3$$ EK

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%&'(&)*'$%+,-)#"#./0+.8$!"#$Q+)20.3$9*)(4The Cultural Comprehension working party is extremely grateful and appreciative of the *-%%&1()+"#)+**'*(+".0)&,)010#)83)(C0)&1:+"'*+('&"*)D'*(0#)80D&9E)FC0)9&1G'":)%+1(3)9&-D#)also like to acknowledge the support of School Focused Youth Services for both assisting with design and delivery of the program along with funding the pilot program and production &B)(C'*)/+"-+DE

Cultural Comprehension is an educative, explorative and empowerment program designed by the Department of Education and Early Childhood Development, Dandenong High School and the South Eastern Region Migrant Resource Centre in collaboration with the City of H10+(01)I+"#0"&":E)

R*.7#.+.3$S03"$=6"++'Dandenong High School is committed to ensuring the best %&**'8D0) &-(.&/0*) B&1) 02013) *(-#0"(E) 61&-#) &B) '(*) 1'.C) +"#):1&9'":)/-D('.-D(-1+D) 10%10*0"(+('&") &B) 8&(C) *(-#0"(*) +"#) *(+,))alike, the school is an integral part of the local community and thus prides itself on working diligently to help young people foster healthy relationships, recognise, celebrate diversity and positively 0":+:0) *(-#0"(*) 9'(C) (C0'1) *.C&&D7) B+/'D3) +"#) .&//-"'(3E)999E#+"#0"&":C*E2'.E0#-E+-

%0(4$+5$T)#*(#)$R*.7#.+.3The City of Greater Dandenong’s Youth Services team provide B100)+"#).&"J)#0"('+D).&-"*0DD'":)+"#)*-%%&1()*012'.0*)(&)3&-":)people aged 12 - 25 and their families who live, work or study 9'(C'")(C0)>'(3)&B)H10+(01)I+"#0"&":E)K&-(C)+"#)B+/'D3).&-"*0DD&1*)+"#) 3&-(C) *-%%&1() 9&1G01*) &,)01) +) *+B0) +"#) .&"J)#0"('+D)*%+.0) (&) (+DG) +8&-() .&".01"*) +"#) *00G) '"B&1/+('&") +"#) C0D%E)999E:10+(01#+"#0"&":E.&/

!"#$R#-*)(,#.($+5$U7&6*(0+.$*.7$U*)'4$%"0'7"++7$R#C#'+-,#.(The Department of Education and Early Childhood Development’s School Nursing Program’s goal is to reduce risks to young people and promote better health in the school community through health %1&/&('&")+.('2'('0*)+"#)'"#'2'#-+D)C0+D(C).&-"*0DD'":)B&1)*(-#0"(*E)999E0#-.+('&"E2'.E:&2E+-)

=+&("$U*/(#).$P#30+.$:03)*.($P#/+&)6#$%#.()#$>.6The MRC provides services to all migrants and refugees D'2'":)'")(C0)*&-(C)0+*(01")10:'&")&B)L0D8&-1"0E)M-1)*012'.0*)include aged care, settlement, family services, youth services & .&//-"'(3)0#-.+('&")%1&N0.(*E)999E*01/1.E&1:E+-

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%&'(&)*'$%+,-)#"#./0+.8$!"#$V##7O")10*%&"*0)(&):1&9'":).&".01"*)B1&/)*(-#0"(*7)+:0".3)*(+,7)*.C&&D)*(+,7)%&D'.0)*(+,)+"#)the wider community; the cultural comprehension working party have created a 10-session program to help link the school community with local agencies and service providers, promote cultural harmony within the school community, increase student engagement and empowerment, promote inclusivity and diversity, increase school attendance and 0#-.+('&"+D)&-(.&/0*E)

FC0)"00#)(&).10+(0)*-.C)+)%1&:1+/)9+*)'#0"('J0#)83)8&(C)*.C&&D)+"#).&//-"'(3)8+*0#)*(+,)'")10*%&"*0)(&)(C0):1&9'":)2'&D0".0)+"#).-D(-1+DD3)10D+(0#).&"?'.()(C+()&-1)2-D"01+8D0)3&-":)%0&%D0)+10)80.&/'":)0P%&*0#)(&E)FC0).&".01"*)&B)(C0*0)0#-.+('&"+D7)C0+D(C)+"#)D+9)enforcement professionals were echoed in our extensive research and consultation with 3&-":)%0&%D0E)

Q-1203*7) '"(012'09*) +"#) B&1-/*) C0D#) 9'(C) 3&-":) %0&%D0) '#0"('J0#) (C+() /+"3) C+20)0P%01'0".0#)&1)9'("0**0#).-D(-1+DD3)10D+(0#).&"?'.()+"#)+10).&".01"0#)+8&-()(C0'1)%01*&"+D)*+B0(37)2'&D0".07)1+.'*/)+"#)#'*.1'/'"+('&"E)!2'#0".0)*-::0*(*)(C+()3&-":)%0&%D0)0P%&*0#)(&).&"?'.().&//&"D3)0P%01'0".0)*(-"(0#)%01*&"+D7)*&.'+D)+"#)+.+#0/'.)#020D&%/0"(7)&B(0")10*-D('":)'")B-1(C01)"0:+('20)&-(.&/0*)RS-DD017)4==TU7)RV'DG'"*&")W)L+1/&(7)<XX@UE

>&"*'#01+8D0)10*0+1.C)+"#)'"20*(':+('&") '"(&).-D(-1+DD3)10D+(0#).&"?'.()+"#)(C0)*0.&"#+13)0,0.(*)&B)*-.C)9+*)-"#01(+G0"7)10*-D('":)'")(C0).&"*0Y-0"()B&1/+('&")&B)+)90DD)#0*':"0#7)02'#0".0#)+"#)10*0+1.C)8+*0#)%1&:1+/E)FC0)10*0+1.C)+"#)'"20*(':+('&")&B)(C0)'**-0)9+*)undertaken locally by health and education professionals along with young people attending (C0)D+1:0*()C':C)*.C&&D)9'(C'")(C0)>'(3)&B)H10+(01)I+"#0"&":E)Z()(C0)"+('&"+D)+"#)'"(01"+('&"+D)D020D7)B-1(C01)D'(01+(-10)+"#)10*0+1.C)9+*).&"*-D(0#)'")+")0,&1()(&)B-1(C01).&/%10C0"#)(C0)'**-0)&B).-D(-1+DD3)10D+(0#).&"?'.()+"#)(C0)+**&.'+(0#)*0.&"#+13).&".01"*E)[0*0+1.C)9+*)also undertaken to identify suitable interventions in the pursuit of positive outcomes for 3&-":)%0&%D0E)

FC1&-:C)(C0).&"*-D(+('&")&B)+)2+1'0(3)&B)3&-":)%0&%D07)(C0)9&1G'":)%+1(3)'#0"('J0#)(C+()(C0'1)%10B0110#)B&1/)&B)'"(0120"('&")B&1).-D(-1+DD3)10D+(0#).&"?'.()9+*\).D+**1&&/)8+*0#)+.('2'('0*)'"):1&-%*E

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%&'(&)*'$%+,-)#"#./0+.Consistent with recently published literature, this classroom approach to combating an '**-0)*-.C)+*).-D(-1+DD3)10D+(0#).&"?'.()C+*)800")'#0"('J0#)+*)8&(C)0,0.('20)+"#)0].'0"(E)

V*(0+.*'$ *.7$ 0.(#).*(0+.*'$ )#/#*)6"$ 0.706*(#/$ ("*($ /6"++'$ ;*/#7$ 0.(#)C#.(0+.$-)+3)*,/$(*)3#(0.3$*.(0/+60*'X$C0+'#.($*.7$*33)#//0C#$;#"*C0+)/$"*C#$;##.$*(()0;&(#7$(+$*$7#6)#*/#$0.$/&6"$;#"*C0+)/$*,+.3/($/(&7#.(/Y$S*".$#($*'YX$GLLZ

This research found that programs dealing with anti social behaviors conducted within schools across all year levels and ages attributed to a 15% decrease in violent behaviors, C&902017)9C0") D&&G'":)*&D0D3)+()C':C)*.C&&D)*(-#0"(*7) (C'*)10*-D() '*)"0+1D3)#&-8D0#E)Z"('$2'&D0".0) %1&:1+/*) C+20) 800") D'"G0#) (&) +) 10%&1(0#) <=E<^)#0.10+*0) &B) 2'&D0"() 80C+2'&1*)+/&":*()C':C)*.C&&D)*(-#0"(*)R_+C")0()+DE7)<XXAUE

FC'*) *+/0) 10*0+1.C)+D*&) '#0"('J0*) (C+()+"('$2'&D0".0)%1&:1+/*)C+20)800") B&-"#) (&)C+20)achieved positive results when conducted in municipal areas with high crime rates and greater #'*+#2+"(+:07)8-()9010)0Y-+DD3)0,0.('20)'")+10+*)9'(C)D0**).1'/0)+"#)C':C01)*&.'&0.&"&/'.)*(+(-*E)FC0)9&1G'":)%+1(3)+D*&)'#0"('J0#)(C+()/+"3)0,0.('20)%1&:1+/*)(+.GD'":)+"(')*&.'+D)behaviors reported secondary positive outcomes in addition to the primary objectives of the programs; some of the additional outcomes included: Improvements in social behavior, 10#-.('&"*)'")#1-:)+8-*07)'"+%%1&%1'+(0)*0P-+D)80C+2'&17)#0D'"Y-0".3)+"#)%1&%01(3).1'/0E)Q':"'J.+"()'/%1&20/0"(*)'")8&(C)*.C&&D)+((0"#+".0)+"#)+.C'020/0"()+D*&)9010)10%&1(0#)R_+C")0()+DE7)<XXAUE

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%&'(&)*'$%+,-)#"#./0+.Cultural Comprehension is an exciting program designed by Dandenong High School in .&DD+8&1+('&")9'(C) (C100)#',010"() .&//-"'(3) +:0".'0*7) +DD)9'(C) 0P%01('*0) '")9&1G'":)9'(C)/-D('.-D(-1+D)3&-":)%0&%D0)+"#)(C0'1)B+/'D'0*E

Utilising the specialist areas of expertise from each partner agency, a 10-week program has been created with the following aim and objectives:

[0,8To improve and promote positive outcomes for young people through increasing harmony, *+B0(37)0/%&901/0"()+"#)90DD80'":E

W;\#6(0C#/8I0.10+*0) .-D(-1+DD3) 10D+(0#) 2'&D0".0) +"#) '/%1&20) *+B0(3) B&1) *.C&&D) *(-#0"(*E) Promote harmony, diversity, acceptance and tolerance amongst school students amongst *.C&&D).C'D#10")+"#)(C0)9'#01).&//-"'(3E

In consultation with relevant literature and research, the Cultural Comprehension working %+1(3)'#0"('J0#)(C100)G03)+10+*)(C+()(C0)%1&:1+/)*C&-D#)0P%D&10)(&)80*()%1&/&(0)%&*'('20)&-(.&/0*)B&1)3&-":)%0&%D0E

A.7#)/(*.70.3$%&'(&)#8This key exploration area enables students to gain a greater understanding of the *'/'D+1'('0*)+"#)#',010".0*)80(900")(C0'1).-D(-10)+"#)(C0).-D(-10)&B)(C0'1)%001*E)FC'*)G03)area provides an insight into the struggles and challenges faced by some young people +"#)0".&-1+:0*) *(-#0"(*) (&) `9+DG) '") (C0) *C&0*a) &B) 3&-(C) B1&/)#',01'":) .-D(-10*7) (C-*)0P%D&1'":)10*%0.()B&1)#',010".0*)+"#)0/%+(C3)8-'D#'":E

9#*6#$J&0'70.38This key exploration area encourages students to identify the common causes of and .&"(1'8-(&1*)(&).&"?'.()+"#)(C-*)C0D%)(&)+2&'#)&1)/+"+:0)*-.C)*'(-+('&"*)'")+).&"*(1-.('20)/+""01E)FC'*)G03)0P%D&1+('&")+10+)+'/*)(&)8-'D#)-%&")*(-#0"(*).&"?'.()/+"+:0/0"()*G'DD*)+"#)C0D%)(C0/)(&)10+D'*0)(C0)"0:+('20)1+/'J.+('&"*)&B)%&&1D3)/+"+:0#).&"?'.(E)601*&"+D)*+B0(3)+"#)*-%%&1()*00G'":)'*)+D*&)+)2'(+D).&/%&"0"()&B)(C'*)G03)+10+E

M+06#8This key exploration area encourages and empowers young people to constructively and /0+"'":B-DD3)0P%10**)(C0/*0D20*)+"#)*(+"#)-%)B&1)(C0'1)1':C(*)+"#)(C0)1':C(*)&B)&(C01*E)Exploring voice also allows students to examine and build upon their decision making *G'DD*)+"#)'#0"('B3)D&.+D)*-%%&1()*012'.0*E

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=()#*, ]#4$[)#* 9+//0;'#$#^-'+)*(0+.$*)#*/Q##

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Understanding Culture Individual

What is culture?Who am I?How did I become who I am?What do I believe?What decisions can I make?Where do I want to go / want to do?Gender rolesWhere do I belong?Who / what am I responsible for?

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Understanding Culture

Family & Community

What are the other cultures around me?VC+()'*)*'/'D+1)b)#',010"()'")*-11&-"#'":).-D(-10*cWhat hopes / goals / dreams do we share?What can I learn from others?ValuesFamily expectationsSeeking help / support / assistanceLocal agencies / services Introduce planning for student directed celebration activities for *0**'&")4XE

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Peace Building Individual

What is peace?VC+()'*).&"?'.(cVC+()%0+.0)b).&"?'.()10*&D-('&")*G'DD*)#&)O)C+20cPersonal safetySelf defenceRights and responsibilitiesQ(1+(0:'0*)(&)+2&'#)+"#)#',-*0).&"?'.(I',010"()(3%0*)&B).&"?'.(Choices

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Peace Building

Family & Community

Family violenceRelationship violenceSeeking help / support / assistanceLocal agencies / services>&"*0Y-0".0*)B&1).&"?'.()b)2'&D0".0Q(1+(0:'0*)(&)+2&'#)+"#)#',-*0).&"?'.(

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>&"*0Y-0".0*)B&1).&"?'.()b)2'&D0".0Rights and responsibilitiesSeeking helpQ(1+(0:'0*)(&)+2&'#)+"#)#',-*0).&"?'.(Local agencies / services

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Voice Individual

SafetyLeadership skillsRespectAccessing resources / supportExpression

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Voice Individual

Decision making: personal, sexual, etcRights and responsibilitiesMy role in the communityMy futureMy goalsSeeking help / support / assistanceLocal agencies / services

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Voice Family & Community

AdvocacyThe roles of individuals in my communityHaving my sayPerceptions & the media

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Voice Family & Community

Seeking help / support / assistanceLocal agencies / servicesHealthy communities

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Celebration / Dissemination All Q(-#0"()#'**0/'"+('&")&B)D0+1"'":*)+"#)"09)G"&9D0#:0E

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The Cultural Comprehension working party have been particularly vigilant in ensuring activities are sensitive to the needs and backgrounds of all young people and ensuring that #+(+)%10*0"(0#)#-1'":)+.('2'('0*)'*).&110.()+"#)10D02+"(E)

Whilst the piloted program and subsequent program manual is suitable for secondary school students in the lower and middle years, the session plans included in this manual can be adapted or changed to ensure the program is both suitable and meaningful for older or 3&-":01)*(-#0"(*)+"#).+(01*)(&)(C0)"00#*)&B)*(-#0"(*)9'(C)#',01'":)+8'D'('0*E)

>-D(-1+D) >&/%10C0"*'&") '*) '"(0"('&"+DD3) ?0P'8D0) '") '(*) #0*':") +"#) *(1-.(-107) (C-*) .+") 80)#0D'2010#)+"#)'/%D0/0"(0#)'")"-/01&-*)9+3*E)VC'D*()'()'*)-"#01*(&&#)(C0)%1&:1+/)B+.'D'(+(0#)'"):1&-%*)&B)T$45)*(-#0"(*) '*)+")0,0.('20)9+3) (&)#0D'201) (C0)*0**'&"*7) (C0)9&1G'":)%+1(3)+%%10.'+(0)(C+()(C'*)'*)"&()+D9+3*)%&**'8D0E)FC0)*0**'&"*).&"(+'"0#)9'(C'")(C'*)/+"-+D).+")be successfully utilised in both small and large groups and adapted to meet the needs &B) (C0) %+1('.'%+('":) *(-#0"(*E) O"(01"+('&"+D) 10*0+1.C) '"#'.+(0*) (C+() +) *-..0**'&") &B) (C100)&1)/&10)*0**'&"*)&201)+) 10D+('20D3)*C&1()%01'&#)&B) ('/0)C0D%*) (&)0"*-10) (C0)0,0.('20"0**)&B) (C0) %1&:1+/) RF'88'((*7) <XXdUE) >&/%D'/0"('":) (C'*) 10*0+1.C7) (C0) 4X) *0**'&"*) R&1)/&107)if one wishes) of Cultural Comprehension may be delivered in any of the following, or a combination of the following formats;

_$W.#$/#//0+.$-#)$1##2$5+)$DL$1##2/$_$!1+$/#//0+./$-#)$1##2$5+)$N$1##2/$_$W.#$/#//0+.$-#)$5+)(.03"($+C#)$GL$1##2/Y$_$WC#)$(1+$5&''$7*4/$#(6YCultural Comprehension compliments the Victorian Essential Learning Standards (VELS) framework well and dependent upon the activities selected, can be incorporated into any of the following domain / subject areas;

Health and Physical Education Interpersonal DevelopmentPersonal Learning Civics and CitizenshipThe Arts EnglishThe Humanities (Levels 1-3) Languages Other Than EnglishEconomics (Levels 4-6) CommunicationGeography (Levels 4-6) Design, Creativity and Technology

History (Levels 4-6) Information and communication technology

Technology

Re'.(&1'+")>-11'.-D-/)+"#)Z**0**/0"()Z-(C&1'(3)Re>ZZU7)<XX=UE

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F*60'0(*(0.3$%&'(&)*'$%+,-)#"#./0+.$$0.$4+&)$/6"++'

P#/+&)6#/Dependent upon the activities you select for students to participate in, some resources may 80)10Y-'10#E)L+"3)&B)(C0*0)10*&-1.0*)9'DD)80)B&-"#)'")3&-1)*.C&&D)+D10+#37)C&902017)*&/0)/+3)"&(E)FC0)B&DD&9'":)'*)+)D'*()&B)'(0/*)(C+()/+3)80)10Y-'10#7)%01C+%*).&"*'#01)8&11&9'":)or sharing some of the items with other local schools / groups that have conducted the %1&:1+/E

Butcher’s Paper

Markers / Textas

Blu Tack

CD Player

Lollies / Chocolates

Glue

Material / Felt

Stickers / Glitter

Straws

World Map

Laminator / Pouches

Audio Recorder

Whiteboard Markers / Chalk

Photocopy Paper

Poster Paper

Blutak / Tape

Tennis Ball

Soccer / Football

Stop Watch

Cd Player / Stereo

Data Projector

Mixed Clothing Items

Paint

Gloves

Video Camera

Scissors / Stapler

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UC*'&*(0+.Regular evaluation and review of the program assists the working party and facilitator to ensure that Cultural Comprehension remains +") 0,0.('207) 0":+:'":) +"#) /0+"'":B-D)%1&:1+/E)

Included within this manual are surveys for 8&(C)*(-#0"(*)+"#)(C0)B+.'D'(+(&1E)FC0)*(-#0"()surveys should be used at the begining and end points of the program, however, the faciliator may wish to use the end point survey at the halfway mark of the program to monitor %+1('.'%+"()%1&:10**E)FC0*0)*-1203*)9'DD)C0D%)to track changes in student attitudes towards '**-0*)10:+1#'":).-D(-1+DD3)10D+(0#).&"?'.()+"#)(&D01+".0) B&1) #'201*'(3E) FC0) *(-#0"() *-1203*)should be used at the completion of the program to further assess student outcomes +:+'"*()(C0)'#0"('J0#):&+D*)+"#)&8N0.('20*)&B)(C0)%1&:1+/E)

FC0).&/8'"0#)*(+,)*-1203)'".D-#0#)9'(C'")(C0)manual should be completed at the end point &B) (C0) %1&:1+/\) (C0*0) *-1203*) +**'*() *(+,) (&)'#0"('B3)(C0'1)%01.0'20#).C+":0*)'")*(-#0"()+(('(-#0*)+"#)80C+2'&1E)FC0)*0.&"#).&/%&"0"()&B)(C0)*(+,)*-1203).&DD0.(*):0"01+D)8-()"0.0**+13)'"B&1/+('&")+8&-()(C0)%1&:1+/)+"#)%1&:1+/)/+"-+DE)FC0)9&1G'":)%+1(3)9'DD):D+#D3)10.0'20)+"3)'"B&1/+('&")B&19+1#0#)(&)(C0/7)%1&2'#'":):-'#+".0)B&1)(C0)10Y-'10#).C+":0*)(&)(C0)%1&:1+/)+"#)'(a*)/+"-+DE

In addition to completing and reviewing surveys, teachers / program facilitators should assume responsibility for evaluating the program in a variety of evidenced and anecdotal ways, such as; discussions with students, attendance and academic performance, positive +(('(-#0*)+/&":*()*(-#0"(*7)D0**).&"?'.()b)J:C(*)9'(C'")*.C&&D):1&-"#*)+"#)B00#8+.G)B1&/)(C0)9'#01)*.C&&D).&//-"'(37)'".D-*'20)&B)%+10"(*E)

!"#$5+''+10.3$/*,-'#$/&)C#4/$*)#$0.6'&7#7$10("0.$("0/$,*.&*'`$("#$-)+3)*,$5*60'0(*(+)$,*4$6"++/#$(+$*7*-($("#/#$/&)C#4/$(+$#./&)#$("#0)$)#'#C*.6#$5+)$/(&7#.(/$+5$70a#)0.3$*3#/$*.7$*;0'0(0#/Y$f)g0:'""'":)6&'"()Q(-#0"()M-(.&/0)Q-1203 f)!"#$6&'"()Q(-#0"()M-(.&/0)h)H0"01+D)Q-1203) f))!"#$6&'"()Q(+,)M-(.&/0)W)H0"01+D)Q-1203

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90'+($-)+3)*,$#C*'&*(0+.$6+,,#.(/8

“It was great hearing about other cultures from people our own age; I really liked the island activity!”$:*'#$DN4)/

“My favourite activity was the cultural mapping one, the whole school should do this one!” F#,*'#$DK4)/

iFC0).&"?'.()/+"+:0/0"()+"#).&"?'.().&"B-*'&")+.('2'('0*)C+20)C0D%0#)/0)heaps, I haven’t been in trouble for ages!” :*'#$DH4)/

iO)D'G0#)C&9)90)(+DG0#)D'G0)+#-D(*)'")0+.C)*0**'&")+8&-()#',010"()'#0+*Ej):*'#$DK4)/

i>-D(-1+D)>&/%10C0"*'&")9+*).&&DE)O)D'G0)C&9)90):&()(&)(+DG)+8&-()*(-,)that we go through everyday, the activities that involved lollies were fun!” F#,*'#$DG4)/

“Sometimes there was too much talking, but I liked doing the activities and :+/0*Ej):*'#$DG4)/

“I liked when we all worked in groups with people we didn’t know very 90DDEj):*'#$DH4)/

iZ()J1*()O)(C&-:C()'()9+*):&'":)(&)80)8&1'":7)8-()(C0")O)10+DD3)D'G0#)'(7)&-1).D+**)'*)C0+%*)80((01)"&9Ej):*'#$DE4)/

iO)9'*C)90)#'#)>-D(-1+D)>&/%10C0"*'&")D+*()30+1)(&&7)O)10+DD3)D'G0#)'(Ej)F#,*'#$DE4)/

iO).+"a()10.&//0"#)(C'*)%1&:1+/)0"&-:C7)'(a*)%&901B-DEj):*'#$!#*6"#)

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J#30..0.3$9+0.($=(&7#.($W&(6+,#$=&)C#4

9'#*/#$(0628$$$ $$Male$$$ $$Female $$$ $$Age

DY$$R+$4+&$2.+1$,&6"$*;+&($("#$6&'(&)#/$+5$+("#)$/(&7#.(/$0.$4+&)$6'*//$@$4#*)$'#C#'X$#Y3YX$("#$1*4$/+,#$-#+-'#$7)#//X$("#0)$5*,0'4$/()&6(&)#$*.7$"+1$("#4$6*,#$(+$;#$0.$[&/()*'0*b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$2013)D'((D0)G"&9D0#:0)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))*&/0)G"&9D0#:0))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))+)*':"'J.+"()+/&-"())

Comments:$ccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccc

GY$$%&))#.('4X$7+$4+&$("0.2$("*($0//&#/$)#3*)70.3$/+,#+.#d/$6&'(&)*'$;*623)+&.7$6+.()0;&(#$(+$;&''40.3$@$e3"(0.3$@$6+.f06($*($/6"++'b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$never sometimes always


KY$$>5$/(&7#.(/$"*7$*$;#((#)$&.7#)/(*.70.3$+5$("#$6&'(&)*'$;*623)+&.7/$+5$+("#)$/(&7#.(/$*($/6"++'X$7+$4+&$("0.2$("#)#$1+&'7$;#$3)#*(#)$"*),+.4$*.7$;#((#)$)#'*(0+./"0-/$*,+.3/($-#+-'#$*($/6"++'b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$not at all maybe yes


HY$$R+$4+&$;#'0#C#$("*($4+&$/"+1$g*66#-(*.6#d$*.7$g)#/-#6(d$(+1*)7/$-#+-'#$+5$+("#)$6&'(&)*'$;*623)+&.7/b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$not at all sometimes always


NY$$R+$4+&$;#'0#C#$("*($6&'(&)*'$70C#)/0(4$0/$6#'#;)*(#7$0.$*$g/*5#d$1*4$0.$4+&)$/6"++'X$*''+10.3$/(&7#.(/$(+$5)##'4$#^-)#//$("#0)$6&'(&)#b

9'#*/#$(0628$$$ $$Yes$$$ $$No

Please explain:$ccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccc

cccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccccc

EY$$9'#*/#$-)+C07#$+.#$+)$(1+$#^*,-'#/$+5$6&'(&)*''4$)#'*(#7$6+.f06($("*($4+&$+)$4+&)$5)0#.7/$"*C#$+;/#)C#7$@$;##.$-*)($+5b



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U.7B9+0.($=(&7#.($W&(6+,#$h$T#.#)*'$=&)C#4

9'#*/#$(0628$$$ $$Male$$$ $$Female $$$ $$Age

DY$$[/$*$)#/&'($+5$-*)(060-*(0.3$0.$%&'(&)*'$%+,-)#"#./0+.X$7+$4+&$;#'0#C#$("*($4+&$"*C#$*$3)#*(#)$&.7#)/(*.70.3$*;+&($("#$6&'(&)#/$+5$+("#)$/(&7#.(/$0.$4+&)$6'*//$@$4#*)$'#C#'X$#Y3YX$("#$1*4$/+,#$-#+-'#$7)#//X$("#0)$5*,0'4$/()&6(&)#X$*.7$"+1$("#4$6*,#$(+$;#$0.$[&/()*'0*b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$2013)D'((D0)G"&9D0#:0)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))*&/0)G"&9D0#:0))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))+)*':"'J.+"()+/&-"())


GY$$=0.6#$;#30..0.3$("#$%&'(&)*'$%+,-)#"#./0+.$-)+3)*,X$"*C#$4+&$.+(06#7$*$6"*.3#$0.$4+&)$;#"*C0+&)$*.7$*((0(&7#/$i+)$("#$;#"*C0+&)$@$*((0(&7#/$+5$4+&)$6'*//$,*(#/j$)#3*)70.3$("#$70a#)B0.3$6&'(&)#/$0.$4+&)$6'*//$@$4#*)$'#C#'b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$"&)#',010".0)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))*&/0)#',010".0)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))80((01)10D+('&"*C'%*


KY$$R+$4+&$;#'0#C#$("*($6&'(&)*'$70C#)/0(4$0/$6#'#;)*(#7$0.$*$g/*5#d$1*4$0.$4+&)$/6"++'X$*''+10.3$/(&7#.(/$(+$5)##'4$#^-)#//$("#0)$6&'(&)#b

9'#*/#$(0628$$$ $$Yes$$$ $$No



HY$$R+$4+&$;#'0#C#$("*($*$-)+3)*,$/&6"$*/$%&'(&)*'$%+,-)#"#./0+.$"*/$"#'-#7$4+&$(+$'#*).$*;+&($*.7$;#((#)$&.7#)/(*.7$+("#)$6&'(&)#/b

9'#*/#$(0628$$$ $$Yes$$$ $$No



NY$$R+$4+&$"*C#$*$3)#*(#)$&.7#)/(*.70.3$+)$2.+1'#73#$+5$/#)C06#/$*.7$/&--+)(/$("*($6*.$"#'-$4+&$10("$6&'(&)*''4$)#'*(#7$6+.6#)./$+)$-)+;'#,/b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$no a little a good understanding


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U.7B9+0.($=(&7#.($W&(6+,#$h$T#.#)*'$=&)C#4$i%+.(YjEY$$9'#*/#$)*(#$4+&)$#.\+4,#.($+5$("#$%&'(&)*'$%+,-)#"#./0+.$-)+3)*,Y

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$did not enjoy it enjoyed it a little enjoyed it a lot


ZY$$Q+&'7$4+&$)#6+,,#.7$("*($+("#)$/(&7#.(/$6+,-'#(#$("#$%&'(&)*'$%+,-)#"#./0+.$-)+3)*,b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$no maybe yes


IY$$Q"06"$/#//0+.$@$*6(0C0(4$707$4+&$#.\+4$,+/($*.7$1"4b





OY$Q"06"$/#//0+.$@$*6(0C0(4$707$4+&$#.\+4$'#*/($*.7$1"4b





DLY$$9'#*/#$+&('0.#$/+,#$+5$("#$/20''/X$2.+1'#73#$*.7$0.5+),*(0+.$"*C#$4+&$3*0.#7$5)+,$-*)(060B-*(0.3$0.$%&'(&)*'$%+,-)#"#./0+.b





W("#)$6+,,#.(/8





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U.7B9+0.($=(*a$W&(6+,#$<$T#.#)*'$=&)C#4

9'#*/#$(0628$$$ $$Male$$$ $$Female $$$ $$Years of teaching experience

DY$$R+$4+&$;#'0#C#$("*($/(&7#.(/$0.$4+&)$6'*//$"*C#$*$3)#*(#)$2.+1'#73#$*;+&($("#$6&'(&)#/$$+5$("#0)$-##)/b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$2013)D'((D0)G"&9D0#:0)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))*&/0)G"&9D0#:0))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))+)*':"'J.+"()+/&-"())


GY$$R+$4+&$;#'0#C#$("*($+C#)$)#6#.($1##2/$("#)#$"*/$;##.$*$7#6)#*/#$0.$6&'(&)*''4$)#'*(#7$;&''40.3$@$e3"(0.3$@$6+.f06($*,+.3/($/(&7#.(/$-*)(060-*(0.3$0.$("#$-)+3)*,b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$never sometimes always


KY$WC#)$)#6#.($1##2/X$"*C#$4+&$.+(06#7$3)#*(#)$"*),+.4$*.7$0,-)+C#7$)#'*(0+./"0-/$*,+.3/($/(&7#.(/$+5$70a#)0.3$6&'(&)#/$0.$4+&)$6'*//$@$4#*)$'#C#'b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$"&)#',010".0))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))*&/0)#',010".0)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))80((01)10D+('&"*C'%*)))))))


HY$$R+$4+&$;#'0#C#$("*($/(&7#.(/$-*)(060-*(0.3$0.$("#$-)+3)*,$.+1$"*C#$*$3)#*(#)$&.7#)/(*.70.3$*.7$*--)#60*(0+.$+5$70C#)/0(4X$(+'#)*.6#$*.7$)#/-#6(0.3$0.70C07&*'d/$70a#)#.6#/b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$no maybe yes


NY$$9'#*/#$)*(#$4+&)$#.\+4,#.($+5$5*60'0(*(0.3$("#$%&'(&)*'$%+,-)#"#./0+.$-)+3)*,$/#//0+./Y

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$did not enjoy it enjoyed it a little enjoyed it a lot


EY$$Q"06"$/#//0+.$@$*6(0C0(4$707$4+&$,+/($#.\+4$5*60'0(*(0.3$*.7$1"4b




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U.7B9+0.($=(*a$W&(6+,#$<$T#.#)*'$=&)C#4$i%+.(YjZY$$Q"06"$/#//0+.$@$*6(0C0(4$707$4+&$'#*/($#.\+4$5*60'0(*(0.3$*.7$1"4b




IY$$>$5+&.7$("#$,*.&*'$*.7$'#//+.$@$/#//0+.$-'*./$6'#*)$*.7$#*/4$(+$5+''+1Y

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$disagree somewhat agree


OY$$>$5+&.7$("#$'#//+./$@$/#//0+./$10("0.$("#$-)+3)*,$,*.&*'$#.3*30.3$*.7$)#'#C*.($5+)$,4$/(&7#.(/Y

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$disagree somewhat agree


DLY$$Q+&'7$4+&$5*60'0(*(#$("#$%&'(&)*'$%+,-)#"#./0+.$-)+3)*,$*3*0.$+)$)#6+,,#.7$0($(+$*.+("#)$(#*6"#)$@$5*60'0(*(+)b

1---------------------- G ---------------------- K ---------------------- H ---------------------- N$no maybe yes


DDY$$9'#*/#$'0/($/+,#$+5$("#$#^-#6(#7$@$&.#^-#6(#7$+&(6+,#/$4+&$.+(#7$*/$*$)#/&'($+5$)&..0.3$%&'(&)*'$%+,-)#"#./0+.$10("$4+&)$6'*//$@$3)+&-Y






W("#)$6+,,#.(/8





Understanding Culture The Individual

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%&'(&)*'$:*--0.3

?#//+.$9'*.8$Cultural Mapping 9*)(060-*.($k#*)$?#C#'8 Upper primary, lower / mid secondary !0,#$P#l&0)#78$45 mins P#/+&)6#/$P#l&0)#78)g-(.C01a*)%+%017)gD-)F+.G7)/+1G01*E

[0,8$S#'-$/(&7#.(/$(+$07#.(054$*.7$70/6&//$("#$/0,0'*)0(0#/$@$70a#)#.6#/$;#(1##.$("#$6&'(&)#/$)#-)#/#.(#7$0.$("#$6'*//Y

:*20.3$4+&)$%&'(&)*'$:*-In pairs, (a listening/speaking activity) - students ask each other these questions:

_$Q"*($0/$4+&)$6&'(&)*'$;*623)+&.7b_$R+$4+&$"*C#$,+)#$("*.$+.#$6&'(&)#$@$'*.3&*3#$0.$4+&)$;*623)+&.7b_$Q"*($0/$0($@$*)#$("#4b_$Q"*($*)#$/+,#$("0.3/$*;+&($4+&)$6&'(&)#$("*($4+&$*)#$-)+&7$+5b_$$Q"*($*)#$/+,#$("0.3/$-#+-'#$/*4$*;+&($4+&)$6&'(&)#X$("*($4+&$7+.d($$1*.($(+$"#*)$*3*0.b

Listeners can make notes and then give them to their partner or they can re-tell the +"*901*)(C03a20)C0+1#E)RQ00)(0+.C01a*)"&(0*)&").-D(-1+D)/+%%'":UM")(C0)D+1:0)*C00()&B)8-(.C01a*)%+%017)&"0)*(-#0"()#1+9*)(C0)&-(D'"0)&B)(C0'1)%+1("01a*)8&#3E)[0%0+()B&1)(C0)*0.&"#)%01*&"E

FC0)*(-#0"()(C0")#'2'#0*)(C0'1)%+1("01a*)8&#3)&-(D'"0)'"(&)(C100)%+1(*)R*00)#'+:1+/UE)O")(C0)top part, the student writes the names of the partner’s cultural backgrounds that they or (C0'1)B+/'D3).&/0)B1&/E)ROB)*(-#0"(*)*+3)(C03)+10)Z-*(1+D'+"7)+*G)(C0/)(&)91'(0)9C010)(C0'1)+".0*(&1*).+/0)B1&/UE)O")(C0)/'##D0)%+1(7)(C0)*(-#0"()91'(0*)(C0)(C'":*)+8&-()(C0'1)%+1("01a*).-D(-10)(C+()(C03)+10)%+1('.-D+1D3)%1&-#)&BE)O")(C0)8&((&/)%+1(7)(C0)*(-#0"()91'(0*)(C0)(C'":*)(C+()(C0'1)%+1("01)"0201)9+"(*)(&)C0+1)*+'#)+8&-()(C0'1).-D(-10)+:+'"E

Once each student has drawn and competed their cultural maps they can discuss them '")(C0'1)%+'1*)+"#)(C0")C+":)(C0/)-%)+1&-"#)(C0)1&&/E)Q(-#0"(*)(C0")9+"#01)+1&-"#7)+*)'B)(C03)+10)+()+")+1():+DD013)&1)+)/-*0-/E)S'"+DD37)+*G)0+.C)*(-#0"()(&)(+DG)+8&-()(C0'1)%+1("01a*).-D(-1+D)/+%)+"#)%10*0"()(C'*)(&)(C0):1&-%E

k*0)(C'*)&%%&1(-"'(3)(&)#'*.-**)(C0)*'/'D+1'('0*)b)#',010".0*)80(900")(C0).-D(-10*)10%10*0"(0#)'")(C0).D+**E)_':CD':C()+"#)#'*.-**)(C0)(C'":*)(C+()*(-#0"(*)+10)%1&-#)&BE)

S+.'D'(+(0)#'*.-**'&"*)10:+1#'":)8-DD3'":7)C+1+**/0"(7)#'*.1'/'"+('&")+"#)1+.'*/E)601C+%*)#'*.-**) (C0) *.C&&Da*) +"('$8-DD3'":) b) C+1+**/0"() %&D'.3E) !".&-1+:0) *(-#0"(*) (&) .C+DD0":0)discrimination and harassment at school and demonstrate respect and empathy towards 0+.C)&(C01E

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!#*6"#)d/$.+(#/$5+)$%&'(&)*'$:*-/f))k*'":) 8-(.C01a*) %+%01) +"#) /+1G01*)

students take turns to draw outlines of 0+.C)&(C01E

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- In the top part they write their cultural backgrounds

- In the middle, things they are particularly proud of about their culture

- In the bottom, things they don’t want to C0+1)*+'#)+8&-()(C0'1).-D(-10)+:+'"E

m&#/(0+.8$What are some things about your culture that you are particularly proud of?

m&#/(0+.8$What are some things people say about your culture that you don’t want to hear again?

%&'(&)*'$$;*623)+&.7/m&#/(0+.8$

What is your cultural background?

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?#//+.$9'*.8$What’s in a Name? 9*)(060-*.($k#*)$?#C#'8 Upper primary, all secondary !0,#$P#l&0)#78 30 - 40 mins P#/+&)6#/$P#l&0)#78)m'DE

Z*G)*(-#0"(*)(&)*'() '")+).'1.D0E)L&2'":)+1&-"#)(C0).'1.D07)+*G)0+.C)*(-#0"()9C+()C'*)b)C01)name is; what it means; why their parents choose that name; what country it is from and if +"3&"0)0D*0)'")(C0'1)B+/'D3)C+*)(C0)*+/0)"+/0E)

UY3Y$ V*,#$B$n+".$ Means - God’s grace Chosen by Mother because of her obsession with pop star John Farnham Name is of Hebrew origin ) 6+(01"+D)H10+()H1+"#B+(C01)C+*)(C0)*+/0)"+/0E

If unsure about meanings etc, students can source this information by typing their name into +")'"(01"0()*0+1.C)0":'"0E

S+.'D'(+(0)+)81'0B)#'*.-**'&")+8&-().&//&")"+/0*)9'(C'")2+1'&-*).-D(-10*7)0E:E)n+.G) '*)+).&//&")"+/0) '")Z-*(1+D'+7)C&902017)Z8#-D) '*)+).&//&")L'##D0)!+*(01")"+/0E)I'*.-**)C&9)b)9C3)9C0")*&/0)%0&%D0).&/0)(&)Z-*(1+D'+)(C0'1)"+/0)'*).C+":0#)0E:E)l-D0o'/)(&)p'/)&1)F+"+o+G)(&)F+"3+E

Discuss how this may make some immigrants to the country feel and the impact on their *0"*0)&B)*0DBE

Once students have completed the above activity, students can now create a new or second /0+"'":)&B)(C0)"+/0)B&1)(C0)%01*&")*'(('":)"0P()(&)(C0/E)FC'*)"09)/0+"'":)*C&-D#)10?0.()+)%&*'('20)+((1'8-(0)+8&-()(C0)'"#'2'#-+Da*)%01*&"+D'(3E)S&1)0P+/%D0\)`(C0)*0.&"#)/0+"'":)&B)Kate is - friendly person who is always willing to help’; or ‘the second meaning of Taneen '*)$)+D9+3*)D&&G'":)&-()B&1)(C0)"00#*)&B)&(C01*aE)FC0*0)%&*'('20)*0.&"#)/0+"'":*).+")80)10.&1#0#)+"#)#'*%D+30#)+1&-"#)(C0)1&&/E

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Q(-#0"(*) +##) '#0"('J01*)&1)#0*.1'%(&1*) (C03) B00D) +10) '/%&1(+"() '")#0J"'":) (C0'1) '#0"('('0*)'") 0+.C) &B) (C0) *+(0DD'(0*E) FC0*0) .+") '".D-#0) Z-*(1+D'+"7) e'0("+/0*0) Z-*(1+D'+"7) >1&+('+"7)Christian, Buddhist, Muslim, refugee, female, brother, daughter, athlete, student, rugby player, rock musician, violinist, scout, soccer player, or any other descriptor with which they '#0"('B3E

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Students name a stereotype associated with one of the groups with which they identify that is not consistent with who they are and then complete the following sentence: O)+/)+b+")rrrrrrrrrrrrr)8-()O)+/)mMF)+b+")rrrrrrrrrrrrrrr)E

Z*G)&"D3)2&D-"(001*)(&)*C+10)(C0'1)#0*.1'%(&1)10D+(0#)'".'#0"(*E)O()/+3)C0D%)'B)(C0)(0+.C01)+D*&).&/%D0(0*)(C0)+.('2'(3)+"#)*C+10*)(C0'1)'".'#0"(*)J1*(E

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=+,#$#^*,-'#/$("*($6+&'7$;#$$70/6&//#7$*)#8$f)Z-*(1+D'+"*)+10)*%&1(*)/+#E f)gD&"#0*)+10)#-/8E f)g&3*)+10)80*()+()/+(C*E f)H'1D*)+10)2013)*0"*'('20E f)O(+D'+"*)&"D3)0+()%+*(+E f)L0")/+G0)(011'8D0)%+('0"(*)'")C&*%'(+D*E f)[-:83)%D+301*)+10)(C-:*E f)Q&..01)B+"*)+10)C&&D':+"*E f)V&/0")/+G0)(C0)80*().&&G*E

!"#$'+306$;#"0.7$("#/#$/(*(#,#.(/$6+&'7$5+)$#^*,-'#$;#8$Q&/0)B+"*)9010)8+#D3)80C+20#)+()+)/+(.CE O()9+*)+)*&..01)/+(.CE FC010B&10)+DD)*&..01)B+"*)+10)C&&D':+"*E g'DD)H+(0*)'*)1'.CE g'DD)H+(0*)'*)+")Z/01'.+"E FC010B&10)+DD)Z/01'.+"*)+10)1'.CE L01.0#0*)+10):10+()/+.C'"0*E L01.0#0*)+10)H01/+")/+#0E Therefore all Germans are mechanically /'"#0#E

(See following page for worksheet)

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?#//+.$9'*.8 Making Your Australian Mark 9*)(060-*.($k#*)$?#C#'8 Upper primary, lower - mid secondary !0,#$P#l&0)#78 40 - 50 mins P#/+&)6#/$P#l&0)#78)V&1D#)/+%7)%'"*)b)*('.G01*7)8-(.C01a*)%+%017)+(D+*)+"#)'"(01"0(E

[0,8$"#'-$/(&7#.(/$(+$07#.(054$("#$\+&).#4$(+$[&/()*'0*$*.7$("#$/0,0'*)0(0#/$@$70a#)#.6#/$0.$6&'(&)#/Y$In turn, each student should receive one coloured sticker and place this on a world map over (C0'1).&-"(13)&B)&1':'"E)I'*%D+3)(C'*)/+%7)*&)(C+()+DD).D+**)/0/801*).+")*00)'(E

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- Perhaps explore: food, religion, cultural norms, traditional dress, main &..-%+('&"*)'")C&/0D+"#7)0(.E)

Students may elect to pick countries they would like to visit to research and present to their group if they need additional information or if there is an overwhelming representation of a few cultures, Students may elect to pick countries they would like to visit and undertake 10*0+1.C)(&)+"*901)(C0)Y-0*('&"*)+8&20E)

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Q"#)#$>$%+,#$F)+,$

?#//+.$9'*.8 Where I Come from 9*)(060-*.($k#*)$?#C#'8 Lower—mid secondary !0,#$P#l&0)#78 40 - 50 mins P#/+&)6#/$P#l&0)#78)6+%017)%0"*E

[0,8$S#'-$/(&7#.(/$(+$07#.(054$*.7$#^*,0.#$5*,0'4$()*70(0+./$*/$*$,06)+6+/,$+5$'*)3#)$6&'(&)#/YW;\#6(0C#/Students will examine their own family traditions to identify how beliefs, values, and customs 2+13) B1&/).-D(-10) (&) .-D(-10) +"#)C&9) (C&*0) (1+#'('&"*) '"?-0".0) (C0'1) %01.0%('&") &B) &(C01):1&-%*E

J*623)+&.7$>.5+),*(0+.One aspect of cultural identity is the unique set of traditions held in common by a group of %0&%D0E)V0).+")&8*0120)02'#0".0)&B)(C0*0)(1+#'('&"*)'")#+3$(&$#+3)+.('2'('0*)+*)90DD)+*)'")(C0)9+3*):1&-%*).0D081+(0)*%0.'+D)&..+*'&"*E)O"(1&#-.0)&1)102'09)(C'*).&".0%()9'(C)*(-#0"(*)and help them generate concrete examples of traditions commonly associated with special 020"(*7)0:E)J109&1G*)&")m09)K0+1a*)!20)&1)ZmpZ>)#+3)&")(C0)<d(C)Z%1'DE)

FC0")'"(1&#-.0)*(-#0"(*)(&)(C0)'#0+)(C+()B+/'D'0*)+10)-"'Y-0).-D(-1+D):1&-%*E)VC'D*()+)*%0.'J.)B+/'D3)9'DD)*C+10)/+"3)(1+'(*).&//&")(&)D+1:01):1&-%*)R0E:E7)10D':'&-*)80D'0B*7).D&(C'":)*(3D0*7)language, etc), each family develops its own set of traditions that sets it apart from other B+/'D'0*E)FC0*0)(1+#'('&"+D)+.('2'('0*)80.&/0)*&)J1/D3)+)%+1()&B)i(C0)9+3)90)#&)(C'":*j)(C+()we sometimes feel puzzled or out of place when these activities are not present in other B+/'D'0*E

Note: This activity asks students to share potentially sensitive aspects of their personal D'20*E)_0D%)*(-#0"(*)J"#)i*+B0j)9+3*)(&)%+1('.'%+(0)+"#)*0().D0+1)0P%0.(+('&"*)B&1)/-(-+D)10*%0.()'")(C0).D+**E)S+.'D'(+(&1*)*C&-D#)80)*0"*'('20)(&)(C0)"00#*)&B)+DD)*(-#0"(*E)

DY$$Z*G)0+.C)*(-#0"()(&)91'(0)+)D'*()&B)*%0.'+D)020"(*)(C+()+10)&8*0120#)83)C'*)&1)C01)B+/'D3E)Events can include annual holiday or religious observances as well as family milestones, *-.C)+*)8'1(C#+3*)+"#)+""'201*+1'0*E)Q&/0)B+/'D'0*)C+20)*%0.'+D)(1+#'('&"*)B&1)&8*012'":)+""-+D) 020"(*7) *-.C) +*) (C0) J1*() #+3) &B) (C0) C+120*() *0+*&"7) &1) B&1) .0D081+('":) *%0.'+D)+..&/%D'*C/0"(*7)*-.C)+*):1+#-+('":)(&)+)"09):1+#0)D020DE

GY$ For each item on the list, students should complete this sentence: M")(C'*)#+3)/3)B+/'D3)+D9+3*)rrrrrrrrrrrrrrrE

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Q"#)#$>$%+,#$F)+,$i%+.(Yj$

?#//+.$9'*.8 Where I Come From 9*)(060-*.($k#*)$?#C#'8 Lower—mid secondary !0,#$P#l&0)#78 40 - 50 mins P#/+&)6#/$P#l&0)#78)6+%017)%0"*E

KY))Z*G) 0+.C) *(-#0"() (&) *C+10) &"0) &1) (9&) *0"(0".0*)9'(C) (C0) 10*() &B) (C0) .D+**E) g0) *-10)students understand that they need not share information that is considered private or *+.10#E)I'*.&-1+:0)*(-#0"(*)B1&/)/+G'":)N-#:/0"(+D).&//0"(*)+8&-()&(C01*a)D'*(*E

HY Finally, ask the class to comment on the variety of events celebrated by the families 10%10*0"(0#) '") (C0) 1&&/E)I&)*&/0)*(-#0"(*).0D081+(0) *%0.'+D) 020"(*) '") *'/'D+1)9+3*c)What do their lists show about what the students and their families value? Which family traditions are truly unique and which are connected to community, ethnic, or religious traditions observed by larger cultural groups?

NY For homework, ask each student to choose one family tradition to explore more fully (C1&-:C)'"(012'09*)+"#)D'81+13)10*0+1.CE)Q(-#0"(*).+").&/%'D0)(C'*)'"B&1/+('&")'"(&)&1+D)&1)91'((0")10%&1(*)B&1)(C0).D+**E)V&1G)9'(C)*(-#0"(*)(&)B&1/-D+(0)+)*0()&B)'"(012'09)Y-0*('&"*)that will encourage family members or acquaintances to discuss their traditions with *(-#0"(*E)6&**'8D0)Y-0*('&"*)'".D-#0s)

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?#//+.$9'*.8)601.0%('&"*7)#',010"()8-()"&()91&":t 9*)(060-*.($k#*)$?#C#'8 Upper primary, low / mid secondary !0,#$P#l&0)#78 30 - 40 mins P#/+&)6#/$P#l&0)#78$>C+'1)+"#)%C&(&:1+%C*)&1)"09*%+%01*E

[0,8$U.6+&)*3#$-*)(060-*.(/$(+$6+./07#)$("#$-#)6#-(0+./$*.7$-#)/-#6(0C#/$+5$+("#)$0.70C07&*'/$*/$.+($0.6+))#6(X$;&($70a#)#.(Y

9)#/#.($("#$6'*//$10("$*$/0,-'#$6'*//)++,$+;\#6($/&6"$*/$*$6"*0)Y$Z*G)*(-#0"(*)(&)91'(0)#&9")J20)9&1#*)&1)%C1+*0*)(&)#0*.1'80)(C0)&8N0.(E)S&1)0P+/%D07)gD-07)L0(+D7)>&/B&1(+8D0EQC+10)(C0)*(-#0"(a*)&8*012+('&"*)"&('":)(C0)*'/'D+1'('0*)+"#)#',010".0*E6&'"()&-()(C+()020")9C0")+")&8N0.()020")+*)*'/%D0)+*)+).C+'1)'*)'"2&D20#)(C010)+10)#',010"()&8*012+('&"*EQ(10**)(C+()"&"0)&B)(C0*0)&8*012+('&"*)'*)91&":7)N-*()#',010"(E)="+1$("#$/(&7#.(/$*$-06(&)#$+5$*$/6#.#$i#Y3Y$*$6+&.()4$+)$60(4$/6#.#X$*$/-+)(/$#C#.(X$*$1*)$/6#.#YjAsk students to list three points of interest or importance about the scene and rank them '")&1#01)&B)'/%&1(+".0EZ*G)*(-#0"(*)(&)*C+10)(C0'1)%&'"(*)+"#).&//0"()&")(C0)10+*&")B&1)(C0'1).C&'.0El'*()(C0)%&'"(*)&")(C0)8&+1#EI'*.-**)C&9)020138&#3)D&&G0#)+()(C0)*+/0)*.0"0)8-()/+"3)#',010"()%&'"(*)9010)'#0"('J0#)+*)80'":)'/%&1(+"()&1)'"(010*('":EZ:+'"7)*(10**)(C+()"&"0)&B)(C0*0)&8*012+('&"*)+10)91&":7)N-*()#',010"(E)="+1$/(&7#.(/$(")##$-06(&)#/$+5$*7&'($,*'#/$+)$5#,*'#/$+5$*;+&($("#$/*,#$*3#$;&($-"4/06*''4$l&0(#$70a#)#.(YZ*G)*(-#0"(*)(&)*+3)9C&)(C0)(C'"G)'*)/&*()+((1+.('20)+"#)9C3EZ*G)*(-#0"(*)9C&)(C03)(C'"G)/':C()J"#)&"0)%01*&")/&10)+((1+.('20)+"#)9C3E)[/2$/(&7#.(/$(+$30C#$("#0)$+-0.0+.$+.$/+,#$)#6#.($'+6*'X$.*(0+.*'$+)$0.(#).*(0+.*'$#C#.(YAfter students share their opinions, ask them to identify other groups of people, in their .&//-"'(3)&1)0D*09C0107)9C&)(C03)(C'"G)9&-D#)+:100)&1)#'*+:100)9'(C)(C0/)+"#)9C3E)[/2$/(&7#.(/$(+$07#.(054$#^*,-'#/$5)+,$("#0)$+1.$#^-#)0#.6#/$0.$1"06"$("#4$#.6+&.(#)#7$70a#)#.($-#)6#-(0+./$+)$+-0.0+./$+5$("#$/*,#$+;\#6(X$-#)/+.$+)$#C#.(/Y$=+,#$-)+,-(/$6+&'7$;#8f)I',010".0*)'")#0*.1'8'":)+)%+'"('":)&1)+)*-"*0()f)I',010".0*)&B)&%'"'&")10:+1#'":)+)JD/7)(0D02'*'&")%1&:1+/7)8&&G)&1)/-*'.)f)I',010".0*)&B)&%'"'&")10:+1#'":)(C0)%01B&1/+".0)&B)B&&(8+DD01*)&1)&(C01)*%&1(*%0&%D0)f)I',010".0*)+*)(&)(C0)/01'()&1)2+D'#'(3)&B).01(+'")%&D'('.+D)#0.'*'&"*f)S+.'D'(+(0)#'*.-**'&")+8&-()C&9)&%'"'&")+"#)%10N-#'.0)'*)8+*0#)&")%01.0%('&"f))!".&-1+:0)#'*.-**'&")+8&-()C&9)(C0)-"#01*(+"#'":)+"#)+..0%(+".0)&B)#'201*'(3)&B)#',010"()%01.0%('&"*)/+3)D0+#)(&):10+(01)(&D01+".0)+"#)%&*'('20)&-(.&/0*)B&1)+DDE

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?#//+.$9'*.8 The Feast 9*)(060-*.($k#*)$?#C#'8 Upper primary, lower / mid secondary !0,#$P#l&0)#78 20 - 30 mins P#/+&)6#/$P#l&0)#78)l&DD'0*7)+.('2'(3).+1#*E)u!mQk[!)QFkI!mFQ)&1)QFZSS)IM)mMF)_Ze!)Zll![HO!Q)b)[!Z>FOMmQ)b)Q!mQOFOeOFO!Q)FM)SMMIQ)6[MeOI!Iu)

A0,8$U.6+&)*3#$-*)(060-*.(/$(+$)#6+3.0/#$*.7$*--)#60*(#$("*($70a#)#.($6&'(&)#/$@$3)+&-/$*.7$+)3*.0/*(0+./$7+$("0.3/$70a#)#.('4o$

Seat seven participants around a table, have another seven participants stand behind the *0+(0#)%+1('.'%+"(*E)6D+.0)+)D+1:0)8&9D)&B)coloured lollies in the middle of the table, (wrapped lollypops or boiled lollies work best here), advise participants not to consume the D&DD'0*)N-*()30(E)Give each seated participant a numbered GREEN card (see over), give each standing participant a RED card, this red card should be the same number / have the same text as the green cards held by the seated person in front &B)(C0/EAdvise all participants not to show their card to +"3&"0E)ZDD&9)*0+(0#)%+1('.'%+"(*)&"0)/'"-(0)to discuss with their standing partner the information on the cards to ensure both parties -"#01*(+"#)(C0)'"B&1/+('&"E)Advise the seated participants that they can now begin taking as many lollies from the bowl as they wish PROVIDED they comply with Zll)(C0)'"B&1/+('&")+"#)1-D0*)&")(C0'1).+1#E)O()'*)(C0)10*%&"*'8'D'(3)&B)(C0)*(-#0"()9'(C)(C0)10#).+1#)(&)0"*-10)(C+()(C0)*0+(0#)*(-#0"()'*).&/%D'+"()9'(C)(C0'1)1-D0*EOnce all the lollies from the bowl have been removed, you should notice some students 9'(C)D&(*)&B)D&DD'0*7)&(C01*)9'(C)&"0)&1)(9&)+"#)*&/0)9'(C)"&)D&DD'0*)+()+DDE)OB)('/0)%01/'(*7)*9+%)1&D0*)+"#).+1#*)+"#)10%0+()(C0)+.('2'(3EFacilitate a brief discussion about how students felt during this activity, ask questions about 9C+()9+*)B1-*(1+('":7)B-""37)#'*+%%&'"('":)+"#)*(10**B-DE)I'*.-**)C&9)(C0):1&-%).&-D#)C+20).&$&%01+(0#)/&10)0,0.('20D3E)I'*.-**)9+3*)(&)D'*(0")(&)&(C01)%0&%D0)b).-D(-10*)+"#)80.&/0)/&10)+9+10)&B)(C0'1)"00#*E)Z*G)*(-#0"(*)'B)(C'*)+.('2'(3)9+*)10D02+"()(&)02013#+3)D'B0)'")Z-*(1+D'+E)S+.'D'(+(0)#'*.-**'&")+8&-() *&/0) .-D(-10*) #&'":) (C'":*) #',010"(D3) +"#) (C0) '/%+.() (C'*) C+*) &") (C0/) +"#) (C0)community, for example, some Muslim students wearing particular items or garments, what impact, if any, does this (or may this) have on them at school, what about another local *.C&&Dc)VC+()&(C01)0P+/%D0*).+")*(-#0"(*)(C'"G)&B)(C+()#0(+'D)#',010"().-D(-10*)#&'":)(C'":*)#',010"(D3E)S+.'D'(+(0)#'*.-**'&")+8&-()10*%0.('":)#'201*'(3)+"#)#0/&"*(1+('":)+..0%(+".0)b)+..&//&#+('&")&B)#',010".0*)+/&":*()'"#'2'#-+D*E)

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!"#$F#*/($B$%&'(&)#$%*)7/$

%*)7$DIn your culture, it is not acceptable to take food from a plate which someone else has already taken food B1&/)+"#)3&-a10)"&()%01/'((0#)(&)(0DD)(C'*)(&)(C0):1&-%E)K&-)9&-D#)"0201)+*G)+"3&"0)(&):'20)3&-)*&/0)&B)(C0)B&&#)B1&/)(C0'1)8&9D)b)%D+(07)8-()3&-)/+3)+..0%()'()'B)(C03)&,01E)O")3&-1).-D(-107)'()'*)&,0"*'20)(&)#'*.-**)%0&%D0a*)+:0)'")%-8D'.E)K&-)+10)#'*:-*(0#)83)+"3&"0)9C&)+*G*)+8&-()+"&(C01a*)+:07)+"#)3&-)9&"a()+"*901)(C0/E

%*)7$GO")3&-1).-D(-107)"&(C'":).&D&-10#)8D-07)&1+":0)&1)%-1%D0)/+3)80)0+(0"E)_&902017)3&-)C':CD3)2+D-0)B&&#)(C+()'*)9C'(07)10#)&1)8D+.GE)O")3&-1).-D(-107)'()'*)0**0"('+D)B&1)02013&"0)(&)80)*0120#)+"#)0+()+()(C0)*+/0)(+8D0E)O()9&-D#)80)&,0"*'20)B&1)+"3&"0)(&)0+()+%+1()B1&/)(C0)9C&D0):1&-%)+"#)3&-)9&-D#)'"*'*()&")02013&"0)&8*012'":)(C0*0).-*(&/*)80B&10)3&-).+").&"*-/0)+"3)B&&#E

%*)7$KO/+:'"0)(C+()3&-)+10)(C0)&D#0*()%01*&")'")(C0):1&-%E)O")3&-1).-D(-107)(C0)&D#0*()%01*&")'")(C0):1&-%)*C&-D#)*C+10)&-()(C0)B&&#)0Y-+DD3E)FC0)&D#0*()%01*&")'")(C0):1&-%)'*)10*%&"*'8D0)B&1)0"*-1'":)02013&"0)C+*)+")equal amount of food, however, as black and green foods are most valuable it is perfectly acceptable for (C0)&D#0*()%01*&")(&)#0/+"#)(C+()02013&"0):'20*)C'/)b)C01)8D+.G)&1):100")B&&#*)+*)+)*':")&B)10*%0.(E

%*)7$HIn your culture, sharing food from a common bowl is acceptable but only after everyone else has washed C'*)&1)C01)C+"#*E)K&-)+10)'")+)/'P0#).-D(-1+D):1&-%)+"#)/-*()0P%D+'")(C'*).-*(&/)+"#)'"*'*()(C+()'()'*).+11'0#)&-()80B&10)(C0)/0+D)80:'"*E)K&-)+10)C+%%3)9'(C)+"3).&D&-1*7)+*)D&":)+*)02013&"0)C+*)+")0Y-+D)Y-+"('(3)&B)B&&#)+"#).D0+")C+"#*E

%*)7$NO")3&-1).-D(-107)'()'*)B&18'##0")(&)0+(7)(+DG)&1)020")*'()9'(C)/0/801*)&B)(C0)&%%&*'(0)*0P)#-1'":)+)/0+DE)K&-)should therefore insist that the food be divided in half and placed in two bowls- one for men and one for 9&/0"E)!+.C):1&-%)*C&-D#)(C0")#'2'#0)(C0)B&&#)0Y-+DD3)80(900")'(*)/0/801*)&")*0%+1+(0)(+8D0*E

%*)7$EIn your culture, dividing food is done by starting with the youngest person who takes one piece, the next &D#0*()(9&)%'0.0*7)9'(C)02013&"0)'")1'*'":)&1#01)&B)+:0)(+G'":)&"0)/&10)%'0.0)(C+()(C0)%01*&")80B&10)(C0/E)The color of the food is not important

%*)7$ZO")3&-1).-D(-107)'()'*)%01B0.(D3)+..0%(+8D0)(&):1+8)+*)/-.C)+*)3&-).+")+"#)#'*10:+1#)(C0)"00#*)&B)&(C01*E)However, having piled the food, you must not start eating until a member of the opposite sex instructs you (&)80:'"E)O()'*)Y-'(0)+..0%(+8D0)(&)(1+#0)B&&#)B1&/)3&-1)%'D0)9'(C)+"3&"0)9C&)9'*C0*)(&)&8(+'")%+1('.-D+1).&D&-1*E

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!"#$F#*/($B$%&'(&)#$%*)7/$

%*)7$DIn your culture, it is not acceptable to take food from a plate which someone else has already taken food B1&/)+"#)3&-a10)"&()%01/'((0#)(&)(0DD)(C'*)(&)(C0):1&-%E)K&-)9&-D#)"0201)+*G)+"3&"0)(&):'20)3&-)*&/0)&B)(C0)B&&#)B1&/)(C0'1)8&9D)b)%D+(07)8-()3&-)/+3)+..0%()'()'B)(C03)&,01E)O")3&-1).-D(-107)'()'*)&,0"*'20)(&)#'*.-**)%0&%D0a*)+:0)'")%-8D'.E)K&-)+10)#'*:-*(0#)83)+"3&"0)9C&)+*G*)+8&-()+"&(C01a*)+:07)+"#)3&-)9&"a()+"*901)(C0/E

%*)7$GO")3&-1).-D(-107)"&(C'":).&D&-10#)8D-07)&1+":0)&1)%-1%D0)/+3)80)0+(0"E)_&902017)3&-)C':CD3)2+D-0)B&&#)(C+()'*)9C'(07)10#)&1)8D+.GE)O")3&-1).-D(-107)'()'*)0**0"('+D)B&1)02013&"0)(&)80)*0120#)+"#)0+()+()(C0)*+/0)(+8D0E)O()9&-D#)80)&,0"*'20)B&1)+"3&"0)(&)0+()+%+1()B1&/)(C0)9C&D0):1&-%)+"#)3&-)9&-D#)'"*'*()&")02013&"0)&8*012'":)(C0*0).-*(&/*)80B&10)3&-).+").&"*-/0)+"3)B&&#E

%*)7$KO/+:'"0)(C+()3&-)+10)(C0)&D#0*()%01*&")'")(C0):1&-%E)O")3&-1).-D(-107)(C0)&D#0*()%01*&")'")(C0):1&-%)*C&-D#)*C+10)&-()(C0)B&&#)0Y-+DD3E)FC0)&D#0*()%01*&")'")(C0):1&-%)'*)10*%&"*'8D0)B&1)0"*-1'":)02013&"0)C+*)+")equal amount of food, however, as black and green foods are most valuable it is perfectly acceptable for (C0)&D#0*()%01*&")(&)#0/+"#)(C+()02013&"0):'20*)C'/)b)C01)8D+.G)&1):100")B&&#*)+*)+)*':")&B)10*%0.(E

%*)7$HIn your culture, sharing food from a common bowl is acceptable but only after everyone else has washed C'*)&1)C01)C+"#*E)K&-)+10)'")+)/'P0#).-D(-1+D):1&-%)+"#)/-*()0P%D+'")(C'*).-*(&/)+"#)'"*'*()(C+()'()'*).+11'0#)&-()80B&10)(C0)/0+D)80:'"*E)K&-)+10)C+%%3)9'(C)+"3).&D&-1*7)+*)D&":)+*)02013&"0)C+*)+")0Y-+D)Y-+"('(3)&B)B&&#)+"#).D0+")C+"#*E

%*)7$NO")3&-1).-D(-107)'()'*)B&18'##0")(&)0+(7)(+DG)&1)020")*'()9'(C)/0/801*)&B)(C0)&%%&*'(0)*0P)#-1'":)+)/0+DE)K&-)should therefore insist that the food be divided in half and placed in two bowls- one for men and one for 9&/0"E)!+.C):1&-%)*C&-D#)(C0")#'2'#0)(C0)B&&#)0Y-+DD3)80(900")'(*)/0/801*)&")*0%+1+(0)(+8D0*E

%*)7$EIn your culture, dividing food is done by starting with the youngest person who takes one piece, the next &D#0*()(9&)%'0.0*7)9'(C)02013&"0)'")1'*'":)&1#01)&B)+:0)(+G'":)&"0)/&10)%'0.0)(C+()(C0)%01*&")80B&10)(C0/E)The color of the food is not important

%*)7$ZO")3&-1).-D(-107)'()'*)%01B0.(D3)+..0%(+8D0)(&):1+8)+*)/-.C)+*)3&-).+")+"#)#'*10:+1#)(C0)"00#*)&B)&(C01*E)However, having piled the food, you must not start eating until a member of the opposite sex instructs you (&)80:'"E)O()'*)Y-'(0)+..0%(+8D0)(&)(1+#0)B&&#)B1&/)3&-1)%'D0)9'(C)+"3&"0)9C&)9'*C0*)(&)&8(+'")%+1('.-D+1).&D&-1*E

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%&'(&)*'$[1*)#.#//$m&0p$

?#//+.$9'*.8 Cultural Awareness Quiz 9*)(060-*.($k#*)$?#C#'8 Lower / mid secondary !0,#$P#l&0)#78$40 - 50 mins P#/+&)6#/$P#l&0)#78)V&1D#)/+%7)%'"*)b)*('.G01*7)8-(.C01a*)%+%017)+(D+*)W)'"(01"0(E

[0,8$[$l&062$*.7$5&.$1*4$(+$ '#*).$ 0.(#)#/(0.3$5*6(/$*;+&($C*)0+&/$6&'(&)#/Y$V+(#8$F*60'0(*(+)/$,*4$*77$@$6"*.3#$l&#/(0+./$(+$;#((#)$/&0($-*)(060-*.(/Y$

%&'(&)*'$gS+($=#*(d

4)I'2'#0)*(-#0"(*)'"(&)/'P0#).-D(-1+D):1&-%*)R9C010)%&**'8D0U)&B)4X$4<E<)Q0D0.()&"0)*(-#0"()(&)80)(C0):+/0)Y-'o)C&*(E@)Z()(C0)B1&"(7)*0+()(C0)C&*()&%%&*'(0).&"(0*(+"()4E4 Place other students as the audience in a semi-circle of chairs around the host and .&"(0*(+"(E

5 The host asks the questions and the contestant remains in the ‘hot seat’ until he/she :0(*)+)Y-0*('&")'".&110.(E

q)FC0)"0P().&"(0*(+"()'")D'"0)*'(*)'")(C0)`C&()*0+(aE7 Continue the process until all questions have been answered correctly or contestants C+20)800")B-DD3)1&(+(0#E

FC0)9'""01)'*)(C0)%01*&")10/+'"'":)'")(C0)`C&()*0+(a)+B(01).&110.(D3)+"*901'":)(C0)J"+D)Y-0*('&"E

mAU=!>WV !PAU$WP$F[?=UZ-*(1+D'+)'*)+)/-D('.-D(-1+D)*&.'0(3E True

l'801'+)'*)'")Z*'+E False (Africa)

l'801'+)9+*)%&%-D+(0#)9'(C)*D+20*)B100#)B1&/)Z/01'.+)'")(C0)4TXX*E True

M"0)&B)l'801'+a*)8&1#01*)'*)(C0)O"#'+")M.0+"E False (Atlantic)

l'801'+a*).+%'(+D).'(3)'*)L&"(10+DE False (Monrovia)

l'801'+a*)?+:).&"*'*(*)&B)+)8D-0)*(+1)9'(C)10#)+"#)9C'(0)*(1'%0*E True

Q'011+)l0&"0)'*)D&.+(0#)&")(C0)8&1#01)&B)l'801'+E True

FC0)Z(D+"('.)M.0+")B&1/*)&"0)&B)Q'011+)l0&"0a*)8&1#01*E True

Q'011+)l0&"0a*)?+:)C+*):100"7)10#)+"#)8D-0)*(1'%0*E False (white not red)

v1'&)D+":-+:0)'*)*%&G0")83)=T^)&B)Q'011+)l0&"0+"*E True

FC0).D'/+(0)'")Q'011+)l0&"0)'*)#13)+"#)C&(E False (tropical)

I'+/&"#*)+10)/'"0#)'")Q'011+)l0&"0E True

ZB1'.+)'*)(C0)D+1:0*().&"('"0"(E False (Asia)

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L&10)(C+")=XX)/'DD'&")%0&%D0)D'20)'")ZB1'.+").&-"(1'0*E True

FC0)Q+C+1+)I0*01()'*)D&.+(0#)'")ZB1'.+E True

Z1+8'.)'*)(C0)/+'")D+":-+:0)*%&G0")'")ZD:01'+E True

ZD:'01*)'*)(C0).+%'(+D).'(3)&B)ZD:01'+E True

ZD:01'+)9+*)'"2+#0#)83)S1+".0)'")4=@XE False (1830)

!:3%()'*)(C0).&-"(13)'")ZB1'.+)9'(C)(C0)8'::0*()%&%-D+('&"E True

FC0).+%'(+D).'(3)&B)!:3%()'*)l-P&1E False (Cairo)

!:3%()'*)%&%-D+1)B&1)(C0)m'D0)['201)+"#)'(*)%31+/'#*E True

L+"3)10B-:00*)D'20)'")!:3%()80B&10).&/'":)(&)Z-*(1+D'+E True

!:3%()'*)/+'"D3)+)/&'*()B&10*()+10+E False (desert)

There is limited rainfall in Egypt and the Egyptians rely on the +""-+D)R30+1D3U)?&&#'":)&B)(C0)m'D0)['201)B&1)9+(01)*-%%D3E

True

FC0)v0"3+")?+:).&"*'*(*)&B)(C0).&D&-1*)10#7)9C'(07) 8D+.G)+"#)8D-0E

False (green not blue)

FC0)(9&)/+'")D+":-+:0*)&B)v0"3+)+10)!":D'*C)+"#)Q9+C'D'E True

m+'1&8')'*)(C0).+%'(+D).'(3)&B)v0"3+E True

v0"3+)&8(+'"0#)'"#0%0"#0".0)B1&/)(C0)k"'(0#)v'":#&/)'")4=q5E False (1963)

Z1+8'.)'*)(C0)/+'")D+":-+:0)*%&G0")'")l'83+E True

L&*()L-*D'/*)'")l'83+)B&DD&9)(C0)Q-""')O*D+/)10D':'&"E True

Some common Libyan foods include couscous, bazeen, which is +)(3%0)&B)-"*900(0"0#).+G07)+"#)*C-18+7)9C'.C)'*)*&-%E

True

I1'"G'":)+D.&C&D)'*)'DD0:+D)'")l'83+E True

FC0).+%'(+D).'(3)&B)Q-#+")'*)vC+1(&-/E True

FC0)Q-#+"0*0)?+:)C+*)(C0).&D&-1*):100"7)10#7)9C'(0)+"#)8D+.GE True

Q-#+")80.+/0)'"#0%0"#0"()B1&/)(C0)k"'(0#)v'":#&/)'")4TdqE False (1956)

The indigenous people of Australia are Aboriginal whereas the '"#':0"&-*)%0&%D0)&B)m09)p0+D+"#)+10)L+&1'E

True

V+G+)+/+)'*)(C0)m09)p0+D+"#)(01/)B&1).+"&0)1+.'":E True

FC0)C+G+)'*)+)(1+#'('&"+D)L+&1')#+".0E True

[-:83)D0+:-0)'*).&"*'#010#)m09)p0+D+"#a*)-"&].'+D) "+('&"+D)*%&1(E

False (rugby union)

FC010)+10)(1&%'.+D)1+'"B&10*(*)'")O"#'+E True

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Peace Building The Individual

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Q"*($0/$6+.f06(b8$6D+.0)(C0)9&1#)>MmSlO>F)'")(C0)/'##D0)&B)+)D+1:0)*C00()&B)8-(.C01a*)%+%01E)Z*G)*(-#0"(*)(&)81+'"*(&1/)+"#).&/%'D0)+)D'*()&B)9&1#*)(C+()+10)10D+(0#)(&).&"?'.(E)

Z*)+)*/+DD):1&-%7).10+(0)+)#0J"'('&")&B).&"?'.(E)

>&/%+10)+"#)#'*.-**)(C0)*(-#0"(*a)#0J"'('&")'").&/%+1'*&")9'(C)(C0)B&DD&9'":)#0J"'('&"\)

%WVF?>%!: A relationship between two or more parties who have, or think they have, '".&/%+('8D0):&+D*7)'#0+*)+"#)2+D-0*E

Z*)+)*/+DD):1&-%7)/+G0)+)D'*()&B)(C0).&//&")(3%0*)+"#)*&-1.0*)&B).&"?'.(E

m&9)D'*()+"#)#'*.-**)*&/0)m!HZFOe!)&-(.&/0*)&B).&"?'.(E

m&9)D'*()+"#)#'*.-**)(C0)B09)6MQOFOe!)&-(.&/0*)&B).&"?'.(E)

9#)/+.*'$%+.f06($:*.*3#,#.($=(4'#/Read the following styles to students and write them on butcher’s paper or the white 8&+1#E)S+.'D'(+(0)+)81'0B)#'*.-**'&")10:+1#'":)0+.C)*(3D0)*&)(C+()*(-#0"(*)-"#01*(+"#)(C0/E)

6D+.0)+)*C00()&B)8-(.C01a*)%+%01)9'(C)+).&"?'.()/+"+:0/0"()*(3D0)80D&9)'")0+.C).&1"01)&B)(C0)1&&/E)

Read the following two scenarios and ask students to move to the corner of the room that 80*()10?0.(*)(C0'1)&9").&"?'.()/+"+:0/0"()*(3D0E

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(reference)

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=%UV[P>W=$4U) )O(a*)S1'#+3)"':C(E)ZDD)&B)3&-1)B1'0"#*)+10)+((0"#'":)+)%+1(3)+()(C0)D&.+D)%+1G7)3&-)+*G)3&-1)

%+10"()b):-+1#'+")'B)3&-).+")+((0"#)(C0)%+1(3E)K&-1)%+10"()b):-+1#'+")+*G*)9C&)9'DD)80)there?, you reply, ‘my whole year level’, your parent / guardian then asks will be there any adults at the party?, (there won’t) but before you can even reply, your parent / :-+1#'+")*(+(0*)`m&EE)K&-).+"a():&;)3&-)/-*()*(+3)C&/0)+"#)*(-#3)&1).D0+")3&-1)1&&/aE)

$ $Q"06"$6+.f06($,*.*3#,#.($/(4'#$10''$4+&$&/#$(+$7#*'$10("$("0/$/0(&*(0+.b$R0/6&//$1"*($*)#$("#$-+/0(0C#$@$.#3*(0C#$*/-#6(/$+5$("0/$*--)+*6"b

<U))K&-)J"+DD3).&"2'".0)3&-1)%+10"(*)(&)D0()3&-)+((0"#)(C0)8':)30+1)D020D)%+1(3)'")(C0)D&.+D)%+1GE)Z()(C'*)%+1(3)+):1&-%)&B)8&3*)B1&/)+"&(C01)*.C&&D)80:'")(&)(+-"()+"#)(0+*0)*&/0)&B)3&-1)B1'0"#*)9'(C)*&/0)C-1(B-D)+"#)1+.'*()10/+1G*E)K&-).+")*00)3&-1)B1'0"#*)80.&/'":)1+(C01)-%*0(E)

$ $Q"06"$6+.f06($,*.*3#,#.($/(4'#$10''$4+&$&/#$(+$7#*'$10("$("0/$/0(&*(0+.b$R0/6&//$1"*($*)#$("#$-+/0(0C#$@$.#3*(0C#$*/-#6(/$+5$("0/$*--)+*6"b

Following further exploration of management styles with students, ask students which *(3D0)(C0)B&DD&9'":)%0&%D0)9&-D#)%10B01)(C03)-*0)9C0")B+.0#)9'(C).&"?'.(s

Q"*($6+.f06($,*.*3#,#.($/(4'#$1+&'7$cccccccccc$-)#5#)$4+&$*7+-($*.7$1"4bThe school principal The Police Your Parents

Your church / religious leader (if applicable) Z"#)J"+DD37)KMk;

Use this opportunity to discuss the positive aspects of the 9PWJ?U:$=W?M>VT).&"?'.()/+"+:0/0"()*(3D0E)Z*G)2+1'&-*)*(-#0"(*)(&)[Ml!)6lZK)(C0)B&DD&9'":)*.0"+1'&*)+"#)%1&2'#0)+")0P+/%D0)&B).&"?'.()/+"+:0/0"()9'(C)(C0)9PWJ?U:$=W?M>VT management *(3D0E)

=%UV[P>W=1) It is Tuesday afternoon, you are in your room doing your homework when your older

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2) You are sitting a maths exam one Friday morning when you accidently drop your pencil &")(C0):1&-"#E)Z*)3&-)D0+")&201)(&)%'.G)'()-%)(C0)%01*&")"0P()(&)3&-)D0+"*)&201)(&):0()'()B&1)3&-E)K&-)+..'#0"(D3)8-/%)C0+#*)+"#)80:'")(&)D+-:CE)FC0)(0+.C01)*(&1/*)&201)(&)3&-)and insists that you and the person next to you are cheating; she then makes you both D0+20)(C0)1&&/)+"#):&)(&)(C0).&$&1#'"+(&1a*)&].0

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[0,8$!+$0.6)#*/#$("#$'#C#'$+5$&.7#)/(*.70.3$0.$)#'*(0+.$(+$70a#)#.($6&'(&)#/$,*0.(*0.0.3$70a#)#.($,#("+7/$+5$0.(#)*6(0+.$*.7$6+,,&.06*(0+.Y

[6(0C0(4%+.f06($)#/+'&(0+.$)+'#$-'*4/Y Students are asked to role play the following two *.0"+1'&*7)(C0")#'*.-**)(C0)&-(.&/0*E)OB)-".&/B&1(+8D0)9'(C)1&D0)%D+3*)$)*(-#0"(*).+")10+#)+"#)#'*.-**)(C0)*.0"+1'&*E)Give students a few minutes to read their role cards, ask questions, and plan what they are going to say.

Students work in two groups of four (two to role play, and two to observe). There should be discussion after each round of role plays in which one pair describes their exchange to another pair. Students can then try the roleplay again with a new partner in the group.

=6#.*)0+$D8K&-)+11'20)+()(C0)+'1%&1()(&)/00()+):&&#)B1'0"#7)9C&/)3&-)C+20"a()*00")B&1)30+1*E)FC'*)friend has been living overseas for a long time and has become accustomed with the .-D(-1+D)"&1/*)+"#)0P%0.(+('&"*)&B)(C+().&-"(13E)VC0")3&-)J"+DD3)*00)3&-1)B1'0"#7)3&-)+10)0P.'(0#7)*/'D0)+"#)+((0/%()(&)C-:)C'/)&1)C01E)K&-1)B1'0"#)/&20*)+9+3)B1&/)3&-7)%-*C0*)3&-)+9+3)*&)(C+()3&-).+"a()C-:)C'/)b)C01)+"#)9&"a()/+G0)030).&"(+.()9'(C)3&-E)K&-1)B1'0"#)*(+(0*)(C+()C0)b)*C0)'*)2013)0P.'(0#)(&)*00)3&-)+"#)8&9*)*D':C(D3)'")3&-1)#'10.('&"E)You are confused about your friend’s reaction and are unsure about what you might have #&"0)91&":E

=6#.*)0+$G8K&-1)B1'0"#)'"2'(0*)3&-)&201)(&)(C0'1)C&-*0)(&)C+20)#'""01)9'(C)C'*)b)C01)B+/'D3E)K&-)+11'20)B&1)#'""01)+"#)+10)9+1/D3):100(0#E)K&-7)3&-1)B1'0"#)+"#)C'*)b)C01)B+/'D3)+10)+DD)*0+(0#)+1&-"#)(C0)(+8D07)(C0)/0+D)'*)*0120#E)Z*)02013&"0)+()(C0)(+8D0)C+*)B&&#)'")B1&"()&B)(C0/)3&-)80:'")0+('":E)V'(C)3&-1)/&-(CB-D)&B)B&&#7)3&-)*(+(07)`(C'*)'*)#0D'.'&-*aE)K&-1)B1'0"#)+"#)C'*)b)C01)family look at you with disgust, your friend’s mother looks angry as she jumps out of her *0+()(&).&DD0.()(C0)B-DD)%D+(0*)+"#)10/&20)(C0/)&,)(C0)(+8D07)020")80B&10)+"3&"0)0D*0)C+*)C+#)+)8'(0)&B)(C0'1)/0+DE)

9#)"*-/$6+./07#)$("#$5+''+10.3$5+)$70/6&//0+.$-+0.(/`4E)VC+().+")3&-)#&)(&)10*&D20)(C'*)*'(-+('&"c<E))!P+/'"0)9C+()/':C()80)"&1/+D)&1)+..0%(+8D0).&//-"'.+('&")+"#)'"(01+.('&")B&1)8&(C)

%+1('0*E@E))O#0"('B3)(C0)B00D'":*)&1)0/&('&"*)&B)8&(C)%+1('0*)+"#)(C0)%&**'8D0)10+*&")B&1)(C0*0)

0/&('&"*)&1)10+.('&"*E5E))O#0"('B3)*(1+(0:'0*)(&)10*&D20)(C0)%1&8D0/)+"#)#'*.-**)9+3*)&B)%1020"('":)(C0*0)&1)

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Peace Building The Family

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?#//+.$9'*.8 Parental Peace 9*)(060-*.($k#*)$?#C#'8 Low / mid secondary !0,#$P#l&0)#78 40 - 60 mins P#/+&)6#/$P#l&0)#78)VC'(08&+1#7)8-(.C01a*)%+%01)+"#)/+1G01*E

[0,8$!+$#.6+&)*3#$-*)(060-*.(/$(+$C0#1$6+.f06($5)+,$("#$-#)/-#6(0C#$+5$+("#)/$*.7$.#3+(0*(#$/&66#//5&'$+&(6+,#/Y$

As a class or small group brainstorm on the board or some butcher’s paper all the .&//&")10+*&"*)B&1)+1:-/0"(*)b).&"?'.()9'(C)%+10"(*E)Q&/0)&B)(C0*0)/+3)'".D-#0s)"&()being allowed to go out, being made to complete homework, parents not approving of B1'0"#*7)0(.E)

Following this brainstorm, encourage students to attach an emotion explaining how they 9&-D#)B00D)+8&-()0+.C)10+*&")B&1).&"?'.(7)B&1)0P+/%D0s

V+($;#0.3$*''+1#7$(+$3+$+&($10("$5)0#.7/$B$frustrated

Now, as a class or small group brainstorm about roles / jobs / responsibilities of being a %+10"(E)601C+%*)+D*&)*-::0*()(C+()*(-#0"(*)'/+:'"0)(C03)9010)%+10"(*E)Q&/0)0P+/%D0*)of the parental roles may include: keeping children safe from harm, ensuring the child’s %C3*'.+D7)"-(1'('&"+D)+"#)/0#'.+D)"00#*)+10)/0(7)0(.E)

Now that students have some greater insight into the roles and responsibilities of parents, 102'*'()(C0)D'*()&B).&"?'.(*)81+'"*(&1/0#)83)(C0):1&-%)+()(C0)80:'""'":)&B)(C0)*0**'&"E)

O")+)#',010"().&D&-1)(&)(C+()-*0#)(&)#&.-/0"()(C0)*(-#0"(*a)0/&('&"*7)0".&-1+:0)*(-#0"(*)to identify the emotion that their parent / guardian may be experiencing during this same .&"?'.(7)B&1)0P+/%D0s

V+($;#0.3$*''+1#7$(+$3+$+&($10("$5)0#.7/$q$5)&/()*(#7$istudent j$q$1+))0#7$iparent j

O")*/+DD):1&-%*7)*(-#0"(*)*C&-D#)%'.G)J20)&1)*'P)&B)(C0)'#0"('J0#).&"?'.(*)+"#)1&D0)%D+3)-*'":)"0:&('+('&")+"#).&/%1&/'*0)(&)*00G)+)%&*'('20)&-(.&/0)B&1)8&(C)%+1('0*E)

Students should be mindful of the emotions of both parties and seek to identify, recognize, +"#)+.G"&9D0#:0)(C0)0/&('&"*)&B)8&(C)%+1('0*E)Q(-#0"(*)*C&-D#)'/%1&20).&//-"'.+('&"7)10+*&"'":7)0/%+(C3)+"#)"0:&('+('&")*G'DD*)9C'D*()-"#01(+G'":)(C'*)+.('2'(3E)

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[0,8$ !+$ #.6+&)*3#$ /(&7#.(/$ (+$ ("0.2$ *;+&($ 70a#)#.($ /0(&*(0+./$ )#3*)70.3$ 5*,0'4$6+.f06($5)+,$("#$-#)/-#6(0C#$+5$+("#)/Y$

6D+.0)*(-#0"(*)'"(&)*/+DD):1&-%*7)%01C+%*)*'P)*(-#0"(*E)O"'('+(0)+)*/+DD)#'*.-**'&")+8&-()B-".('&"+D)+"#)#3*B-".('&"+D).&"?'.(E)Z*G)(C0):1&-%*)(&).&/0)-%)9'(C)+)#0J"'('&")&B)8&(C)Skm>FOMmZl)>MmSlO>F)+"#)IKQSkm>FOMmZl)>MmSlO>FE)

ZB(01)+)B09)/'"-(0*7)C+20)(C0):1&-%*).&/%+10)(C0'1)#0J"'('&"*)&B).&"?'.()9'(C)(C0*0s

61&2'#0)0+.C):1&-%)9'(C)&"0)&B)(C0)B&DD&9'":)*.0"+1'&*E)Z*G)0+.C):1&-%)(&)+"*901)(C0)following questions about their scenario:

f))I0*.1'80)C&9)0+.C)&B)(C0)%0&%D0)'")(C'*)*.0"+1'&)/':C()80)B00D'":)+"#)0P%D+'")9C3E

f))l'*()*&/0)%0&%D0)(C+()(C0).C+1+.(01*)'")3&-1)*.0"+1'&).&-D#)(-1")(&)B&1)*-%%&1()&1)+#2'.0E

f))I'*.-**)(C100)%&**'8D0)*&D-('&"*)(&)#0+D)9'(C)(C0)*.0"+1'&7)&B)(C0)(C100)*&D-('&"*7 .C&&*0)(C0)80*()&"0)+"#)*C+10)(C'*)9'(C)b)%10*0"()(C'*)(&)(C0)D+1:0).D+**):1&-%E

- explain why you choose that particular solution - explain the advantages and disadvantages of your chosen solution) $)0P%D+'")9C+().&-D#)C+20)800")#&"0)(&)%1020"()(C0).&"?'.()'")(C0)J1*()%D+.0E

=6#.*)0+$W.#8$UR>V[!#'"+)'*)4d)31*)&D#7)+11'20#)B1&/)g&*"'+)(9&)30+1*)+:&)+"#)'*)#&'":)90DD)+()*.C&&DE)QC0)9+"(*)(&):&)&-()+B(01)*.C&&D)(&)(C0)D&.+D)*C&%%'":).0"(10)9'(C)C01)"09)B1'0"#*E)QC0)10+DD3)D'G0*)L+1G)9C&)'*)4A)31*)&D#)+"#)C0)9+*)8&1")'")Z-*(1+D'+E)QC0)9+"(*)(&)8-3).D&(C0*)+"#)+..0**&1'0*)B&1)C01)/&8'D0)%C&"0)D'G0)C01)B1'0"#*7)*C0)*+3*)(C'*)9'DD)C0D%)C01)(&)J()'")80((01E)QC0)C+*)C+#)+1:-/0"(*)9'(C)C01)/&(C01)+"#)B+(C01)+"#)B00D*)(C+3)+10)(13'":)(&).&"(1&D)C01E)Edina’s parents believe she should be focusing on her school work and helping out with .C&10*E)L+1G)#&0*"a()-"#01*(+"#)9C3)!#'"+a+)%+10"(*)+10)*&)*(1'.()+"#)C0)9&-D#)D'G0)(&)(+G0)C01)&-()&")+)#+(0)&")C01)&9"E)_01)%+10"(*)(C'"G)*C0)*C&-D#)&"D3)/00()8&3*)(C1&-:C)(C0)B+/'D3)+"#)*'".0)?00'":)g&*"'+)B&1)Z-*(1+D'+)(C+()(C0).C'D#10")+10)D&*'":)10*%0.()B&1)(C0'1)%+10"(*E)

$F&.6(0+.*'$%+.f06(8)FC'*)B&1/)&B).&"?'.()can often result in positive outcomes, B-".('&"+D).&"?'.()+DD&9*)B&1)&%0")+"#)B1+"G)#'*.-**'&")+8&-()#',010"()'#0+*7)%01*%0.('20*)+"#)&%'"'&"*E)S-".('&"+D).&"?'.()+D*&)+DD&9*)0+.C)%+1(3)(&)80)C0+1#)+"#)(&)`C+20)(C0'1)*+3aE

R4/5&.6(0+.*'$%+.f06(8$This form of .&"?'.():0"01+DD3)81'":*)+8&-()-"#0*'1+8D0)results for both parties, it eliminates open communication between parties and one party generally feels let down by (C'*).&"?'.(E)I3*B-".('&"+D).&"?'.().+")sometimes stem from poor relationships +"#)'"0,0.('20).&//-"'.+('&"E)

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?#//+.$9'*.8 Family Feud 9*)(060-*.($k#*)$?#C#'8$Upper primary / low / mid secondary !0,#$P#l&0)#78$40 - 60 mins P#/+&)6#/$P#l&0)#78)VC'(08&+1#7)8-(.C01a*)%+%01)+"#)/+1G01*E

=6#.*)0+$!1+8$n[:U=n+/0*)'*)4d)31*)&D#)+"#)C+*)B&-1)3&-":01)*'8D'":*E)_'*)/-/)C+*)+)C0+1()%1&8D0/)+"#)C'*)B+(C01)#'0#)9C'D0)J:C('":)'")(C0)Q-#+"E)Z*)+)10*-D()&B)C'*)/&(C01a*)'DD"0**)n+/0*)C+*)(&)C0D%)look after his brothers and sisters, along with helping his mother with the shopping, cooking +"#).D0+"'":E)_'*)/-/)"00#*)(&):&)(&)(C0)#&.(&1)&B(0")+"#)"00#*)n+/0*)(&)'"(01%10()B&1)C01E)FC'*)/0+"*)(C+()*&/0('/0*)C0)+11'20*)D+(0)B&1)*.C&&D)+"#)*&/0('/0*)/'**0*)*.C&&D)+D(&:0(C01E)n+/0*)wants to help his mum, be man of the house and pass his year 9 subjects, but often he .+""&()J"#)(C0)('/0)(&)#&)C'*)C&/09&1GE)_0):0(*)('10#)+"#)B00D*)*(10**0#E)_'*).D+**/+(0*)+10)(0+*'":)C'/7)*+3'":)(C+()C0)'*)#&'":)̀ :'1Da*)9&1Ga)+()C&/0E)_0)C+*)800")'")(1&-8D0)+()*.C&&D)B&1)J:C('":)9'(C)*&/0)&B)C'*).D+**/+(0*)+"#)(C0)%1'".'%+D)9+"(*)(&)/00()9'(C)C'*)/&(C01)(&)(0DD)C01)+8&-()(C0)J:C(*E)=6#.*)0+$!")##8$P>%]kRicky wants to leave school at the end of year 10 and study a hospitality course at TAFE +"#)020"(-+DD3)&%0")C'*)&9").+BxE)_'*)/-/7)L+1'+7)9+"(*)C'/)(&):&)(&)-"'201*'(3)(&)*(-#3)/0#'.'"07) *.'0".0) &1) +1.C'(0.(-10E) ['.G3) D&20*) *.C&&D) +"#) C'*) B1'0"#*E) _0) 0"N&3*) _&/0)!.&"&/'.*7)H1+%C'.*)+"#)6!).D+**0*E)_0)#&0*"a()D'G0)L+(C*)+"#)Q.'0".0)+"#)&"D3).&/%D0(0*)C&/09&1G)B&1)(C0)*-8N0.(*)C0)D'G0*E)Ricky’s mum says Ricky won’t get anywhere unless he goes to uni and gets a proper job like C'*)&D#01)81&(C017)g&883E)g&883)'*)*(-#3'":)*.'0".0)+()-"'E)FC010) '*)+)"09)C&*%'(+D'(3).&-1*0)80'":)&,010#)+()*.C&&D7)9C'.C)['.G3)9&-D#) D'G0)(&) N&'"7)C&902017)C'*)/-/)9+"(*)C'/)(&)0"1&D)'")(C0)L+(C*).&-1*0)80'":)&,010#)+()*.C&&DE)=6#.*)0+$F+&)8$?A%kl-.3)D'20*)9'(C)C01)%+10"(*7)C01)+-"(3)+"#)C01)81&(C01E)l-.3a*):1+"#/&(C01)C+*)#'0#)*-##0"D3)&201*0+*E)l-.3)+"#)C01)B+/'D3)*%0"()02013)*-//01)9'(C)C01):1+"#/+7)2'*'('":)10D+('20*)+"#)*%0"#'":)('/0)9C010)l-.3a*)%+10"(*)9010)8&1"E)They had planned for grandma to come to Australia to live with the family so that she could 80)*-11&-"#0#)83)B+/'D3)'")(C0)D+(01)%+1()&B)C01)D'B0E)Q'".0)C01):1+"#/+a*)#0+(C)(9&)900G*)+:&)(C'":*)C+20).C+":0#)+1&-"#)(C0)C&-*0E)l-.3a*)/-/)C+*)*(&%%0#).&&G'":)+"#).D0+"'":)+()C&/0)+"#)'*)+D9+3*)*D00%'":E)_01)#+#)+"#)81&(C01)+10)+.('":)+*) (C&-:C)"&(C'":)C+*)C+%%0"0#7)l-.3) '*)*+#)+"#).&"B-*0#E)_01)+-"(3)H0"'07)9C&)D'20*)9'(C)(C0/7)N-*()G00%*)(+DG'":)"&")*(&%)+8&-()+"3(C'":EL*)Q/'(C7)l-.3a*) (0+.C01) '*)9&11'0#)+"#)C+*).+DD0#) (C0) B+/'D3E)Z-"(3)H0"'0)C+*) (&D#)L*)Q/'(C)(C+()02013(C'":)'*)J"0E)(reference)

Peace Building The Community

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?#//+.$9'*.8 The Island 9*)(060-*.($k#*)$?#C#'8$Upper primary, lower secondary !0,#$P#l&0)#78 40 - 50 mins P#/+&)6#/$P#l&0)#78)Z1()b).1+B()'(0/*7)%+%017)%0"*E

[0,8$S#'-$/(&7#.(/$(+$#/(*;'0/"$*$6&'(&)#$*.7$("#.$1+)2$10("$+("#)$6&'(&)#/$#3Y$(+$.#3+(0*(#$*$"*--4$*.7$-#*6#5&'$#^0/(*.6#Y

9'*6#$/(&7#.(/$0.$3)+&-/$+5$H$r$E$(+$5+),$*$(#*,YF0+/*)"00#)(&)'/+:'"0)(C+()(C03)+10)&")(C0'1)&9")'*D+"#E)!+.C)(0+/)"00#*)(&)0*(+8D'*C)(C0'1)&9").-D(-10)(C+()(C03)%1+.('.0)&")(C0'1)'*D+"#E)FC'*)/0+"*)(0+/*)"00#)(&)0*(+8D'*C)+)"+/0)+"#)+)?+:)b)*3/8&D)(C+()'#0"('J0*)+"#)10%10*0"(*)(C0'1).-D(-1+D):1&-%ETeams need to design or create four out of the seven of the following iGL$:0./j :_$=6"++'$)&'#/$*.7$7*4$/()&6(&)#)R0E:E)What time school starts, what subjects are studied, how many teachers and students are in the school? What is a typical day? etc)

_$P+'#/$+5$0.70C07&*'/$+.$("#$0/'*.7)R0E:E)What do mothers do? What are young people responsible for? What roles do older males hold? Do the older people on the island have responsibilities?)

_$J0)("7*4$%#'#;)*(0+./)R0E:E)_&9)#&)people on the island celebrate people’s birthdays? Do they celebrate them? Are there particularly important ages that are celebrated?)

_$[$()*70(0+.*'$"*.7/"*2#$+)$*.("#,$+)$6"*.( for the island representing the culture &B)'*D+"#)D'B0E_$P&'#/$+5$5++7$70/()0;&(0+.)R0E:E)VC&)collects food? Who gives food out? Whose role is it to prepare food?)

_$9&;'06$S+'07*4/$R0E:E)Z10)(C010)%+1('.-D+1 days that are celebrated by everyone on the island? What are they? Explain what happens on these days?)

_$9+'0(06*'$/()&6(&)# (Who governs the island? Who is responsible for important decisions on the island – about the people, about land, rules? Is there a jail?)

!+.C)(0+/)"00#*)(&)%10*0"()+"#)*C&9.+*0)(C0'1).-D(-10)'")B1&"()&B)(C0)&(C01)(0+/*E)m&).-D(-10)'*)91&":)&1)8+#EOnce each team / island has presented their cultural practices, the student group is informed that due to global warming, sea levels are rising and all but one of the islands are -"#019+(01)+"#)-"'"C+8'(+8D0E)S&1(-"+(0D37)"&)D'20*)C+20)800")D&*(7)8-()+DD)&B)(C0)10*'#0"(*)B1&/)(C0)#',010"()'*D+"#*)"&9)+10)B&1.0#)(&)D'20)&")(C0)&"0)10/+'"'":)'*D+"#EIn a group combining all individuals from the original islands, students need to establish cultural practices and rules that allow all the island’s new residents to live together C+1/&"'&-*D3E)ZDD)*020")&B)+8&20)D'*(0#).-D(-1+D)%&'"(*)"00#)(&)80)0*(+8D'*C0#7)0+.C)&B)(C0)islands need to have at least one of their cultural practices represented in the new multi-.-D(-1+D)%1+.('.0*E)S+.'D'(+(0)#'*.-**'&"*)10:+1#'":)9&1G'":)(&:0(C017)&201.&/'":)#',010".0*)'")&%'"'&"*7)/+"+:'":).&"?'.()+D&":)9'(C)(C0)80"0J(*)&B)C+2'":)2+1'&-*).-D(-1+D):1&-%*)D'2'":)(&:0(C01)C+1/&"'&-*D3E

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?#//+.$9'*.8 Advertising Campaign 9*)(060-*.($k#*)$?#C#'8$Upper primary, all secondary !0,#$P#l&0)#78 50 –70 mins P#/+&)6#/$P#l&0)#78)Z1()b).1+B()'(0/*7)%&*(01)%+%017)%0"*)+"#)'"(01"0(E

[0,8$S#'-$/(&7#.(/$(+$1+)2$(+3#("#)$(+$07#.(054$-+/0(0C#$*/-#6(/$+5$'0C0.3$0.$[&/()*'0*$*.7$6)#*(#$*.$*7C#)(0/0.3$6*,-*03.$(+$/"+16*/#$("0/Y

Your team is part of a large marketing company who have just been asked to put together a campaign advertising Z-*(1+D'+)(&)(C0)10*()&B)(C0)9&1D#E)FC03)would like you to advertise Australia in (01/*)&B)+DD)'()C+*)(&)&,01E)

:UR>A:$You can either create a: - TV commercial - Radio ad - Song - Billboard - Short play

FW%A=$The manager has asked you to focus on the following elements:

Diversity R0E:E)60&%D0)B1&/)2+13'":)backgrounds, celebration of #',010".07)0(.E Acceptance R0E:E)FC+()`02013&"0)'*)90D.&/0aU Fun R0E:E)Q%&1(7).0D081+('&"*7)B&&#7)entertainment, technology) Unique qualities R0E:E)VC+()+10)*&/0)&B)(C0)(1+#'('&"*c)>-D(-10c)S+/'D3)2+D-0*cU

>V%?ARU$!SU$FW??WQ>VTYour manager would like you to be as creative as possible and include the following in your campaign:

$)Z)QD&:+")R0:E)iO)*('DD).+DD)Z-*(1+D'+)_&/0jU)+"#)+).10+('20)D&:&

W!SUP$!S>VT=$!W$PU:U:JUP8O()"00#*)(&)80)0"(01(+'"'":7)0":+:'":)+"#)+%%0+D'":E OB)3&-)+10)/+G'":)+)Fe)+#7)3&-).+").10+(0)2'*-+D*)R0E:E)*':"+:07)D&:&*7)0(.UE K&-)/+3)+D*&)9+"()(&).10+(0)+)`N'":D0a)B&1)3&-1)Fe)&1)1+#'&)+#E

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Voice The Individual

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=(*,-0.3$W&($=(#)#+(4-#/o

?#//+.$9'*.8 Stamping Out Stereotypes 9*)(060-*.($k#*)$?#C#'8$upper primary, low - mid secondary!0,#$P#l&0)#78$30-40 minsP#/+&)6#/$P#l&0)#78 Butcher’s paper, markers, small pieces of paper, textas, D+/'"+('":)%&-.C0*E

[0,8$!+$"#'-$/(&7#.(/$&.7#)/(*.7$*.7$6"*''#.3#$/(#)#+(4-#/$0.$)#'*(0+.$(+$6&'(&)#Y

[6(0C0(48Z*G)*(-#0"(*)(&)81+'"*(&1/)*(010&(3%0*)+8&-()%0&%D0)B1&/)#',)010"().&-"(1'0*E)S&1)example: England sent convicts to Australia, so Australians must be criminals and all O"#'+"*)D&20).1'.G0(E

Q0D0.()J)20).&-"(1'0*)+"#)91'(0)(C0)"+/0)&B)(C0).&-"(13)&")*0%+1+(0)%'0.0*)&B)8-(.C01a*)%+%017)&"0)*C00()&B)g-(.C01a*)%+%01)%01).&-"(13E

Give students 10-15 minutes to travel to each sheet and write down adjectives related to (C0)%0&%D0)B1&/)(C0).&-"(13)D'*(0#)&")(C0)%+%01E)601C+%*)0".&-1+:0)*(-#0"(*)(&).&"*'#01)(C'":*)*-.C)+*)#10**7)10D':'&"7)B&&#7)%&D'('.*7)+"'/+D*7)+:1'.-D(-10)+"#)'"(01"+('&"+D)(1+#'":E

VC0")*(-#0"(*)C+20)J)"'*C0#)D'*('":)*(010&(3%0*7)+*G)(C0/)(&)10?)0.()&")(C0)+#N0.('20*)(C+()(C0'1)%001*)C+20):0"01+(0#)+8&-()%0&%D0)B1&/)0+.C).&-"(13E

Use the following questions to lead into a discussion about what students recorded:

f)VC+()+10)+**-/%('&"*cf)I&)+**-/%('&"*)+%%D3)(&)02013&"0)'")+):1&-%cf)I&)/&*()%0&%D0)C&D#)(C0)*+/0)+**-/%('&"*)+8&-()+):1&-%c)VC3)&1)9C3)"&(cf)I&)+**-/%('&"*)(0DD)-*)+"3(C'":)#0J)"'(0)&1)(1-0)+8&-()+).+(0:&1'*0#)'"#'2'#-+D)&1).-D(-10cf)_&9)#&)+**-/%('&"*)+,)0.()3&-1)80C+2'&-1)(&9+1#)&(C01*cf))_&9)/':C()+**-/%('&"*)+,)0.()&(C01)%0&%D0a*)80C+2'&-1)(&9+1#*)%0&%D0)B1&/)#',)010"()

countries?

R0/6&//0+.$-+0.(/8Discuss with students how people often use labels or categories to describe others and how these labels can be based on such characteristics as clothing, looks, the way a %01*&")(+DG*7)&1)(C0):1&-%*)(&)9C'.C)C0)&1)*C0)80D&":*E

Explain that categorising things or people is a natural human inclination; however, people often make assumptions about groups of %0&%D0)(C03)#&"a()020")G"&9E

[6(0C0(48$U*6"$7#C#'+-$*$-")*/#$+)$/(*(#,#.($(+$"#'-$+("#)/$(*62'#$6&'(&)*'$/(#)#+(4-#/E)k*'":)+)*/+DD)*C00()&B)%+%017)0".&-1+:0)*(-#0"(*)(&)#0*':")+)gkL6![)QFO>v![)9'(C)(C'*)%C1+*0)&1)*(+(0/0"()&")'(E)FC0*0)8-/%01)*('.G01*).+")80)#0.&1+(0#7)D+/'"+(0#)+"#)#'*%D+30#)+1&-"#)(C0)1&&/E

STOPPING STEREOTYPES!

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9+-$%&'(&)#$*.7$R0C#)/0(4

?#//+.$9'*.8$Pop Culture and Diversity 9*)(060-*.($k#*)$?#C#'8 all !0,#$P#l&0)#78 50– 60 Mins P#/+&)6#/$P#l&0)#78)VC'(08&+1#7)%0"*7)%+%017)*&":)D31'.*E)R&%('&"+Ds)/-*'.)>I*)+"#)>I)%D+301UE

[0,8$S#'-$/(&7#.(/$(+$#^-'+)#$("#,#/$+5$6&'(&)*'$70C#)/0(4$(")+&3"$*$/(&74$+5$-+-&'*)$/+.3$'4)06/ i/##$+C#)$5+)$/+.3/$@$'4)06/jY

Q"*($(+$7+The activity can be done as either an individual, whole or small group exercise, simply :&'":)(C1&-:C)(C0)*&":)0P.01%(*)+"#)+"*901'":)(C0)Y-0*('&"*)80D&9E

Alternatively, the complete lyrics of each song (with recordings if possible) could be *(-#'0#)83)*(-#0"(*)'")B&-1):1&-%*)R0+.C)9'(C)+)#',010"()*&":UE

Each group could then present their song and their opinions to the whole class for #'*.-**'&"E

U^(#./0+.$*6(0C0(0#/Either individually or in pairs/small groups, students could select then study a song of their .C&'.0)9C'.C)10D+(0*)(&).-D(-1+D)#'201*'(37)+"#)%10*0"()'()(&)(C0)9C&D0):1&-%E

m&#/(0+./f))VC+()/0**+:0)#&)3&-)(C'"G)(C0)+1('*()'*)(13'":)(&).&//-"'.+(0)(C1&-:C)C'*bC01)/-*'.cf)VC+()2+D-0*)+"#)+(('(-#0*)+10)80'":)%&1(1+30#cf)I&)(C0)D31'.*)10D+(0)(&)'**-0*)&B).-D(-1+D)#'201*'(3)'")Z-*(1+D'+c)_&9cf)I&0*)(C0)/-*'.)+##)(&)(C0)/0+"'":)&B)(C0)D31'.*c)_&9cf)VC+()&(C01)B&1/*)&B)%&%-D+1).-D(-10).&//-"'.+(0)/0**+:0*)+8&-()#'201*'(3

C((%sbb999EC+1/&"3E:&2E+-b*.C&&D*b(0+.C01*bD0**&"$%D+"*b%D+"$4<EC(/

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9+-$%&'(&)#$*.7$R0C#)/0(4$i%+.(Yj?#//+.$9'*.8 Pop Culture and Diversity 9*)(060-*.($k#*)$?#C#'8 all !0,#$P#l&0)#78 50– 60 Mins P#/+&)6#/$P#l&0)#78)VC'(08&+1#7)%0"*7)%+%017)*&":)D31'.*E)R&%('&"+Ds)/-*'.)>I*)+"#)>I)%D+301UE

!"#$J#*&(4$+5$T)*4 performed by Live, from the album Mental Jewellery,

about examining one’s racial prejudices:

‘This is not a black and white worldTo be alive

I say that the colours must swirlAnd I believe

That maybe todayWe will all get to appreciate

The beauty of grey’

J#7/$*)#$J&).0.3$$performed by Midnight Oil, from the album Diesel and Dust, about the dispossession of Aboriginal people in Australia:

‘The time has comeTo say fair’s fairTo pay the rent

To pay our shareThe time has come

A fact’s a factIt belongs to themLet’s give it back’

>$[,$[&/()*'0*.$$performed by The Seekers, from the album Night of Nights Live,

about appreciating diversity and unity in Australia:

‘We are oneBut we are many

And from all the lands on earth we comeWe share a dream

And sing with one voiceI am, you are, we are Australian’

R0a#)#.($9#+-'#$performed by No Doubt, from the album Tragic Kingdom,

+8&-()(C0)80"0J(*)&B)#'201*'(3s

‘He and she, two different peopleWith two separate lives

Then you put the two togetherAnd get a spectacular surprise

‘Cause one can teach the other oneWhat she doesn’t know

!"#$%&'(#$$&("%&)("%*&+$$'&,&-$,.%&#/'#0%He never knew had room to grow’

Voice The Family

Voic

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%&'(&)*'$%*'#.7*)/$

?#//+.$9'*.8 Cultural Calendars 9*)(060-*.($k#*)$?#C#'8 all !0,#$P#l&0)#78$50– 60 Mins P#/+&)6#/$P#l&0)#78 Glue, textas, cardboard, paper, scissors, etc, internet access for '"B&1/+('&")10D+('":)(&).-D(-1+D)B0*('2+D*E

[0,8$!+$)*0/#$*1*)#.#//$+5$C*)0+&/$,&'(06&'(&)*'$#C#.(/$*.7$5#/(0C*'/Y

[6(0C0(48FC0)*(-#0"(*)9'DD)D0+1")+8&-()2+1'&-*).-D(-10*)83)/+G'":)+)/-D('$.-D(-1+D).+D0"#+1E

Ask students to divide into groups of three or four and list the cultural events and festivals (C03)G"&9)&BE)Q(-#0"(*).+")+D*&) 10*0+1.C) B0*('2+D*)+"#)020"(*)83)-*'":) (C0) '"(01"0()+"#)81&9*'":)D&.+D)/-"'.'%+D)&1)'"(01"+('&"+D)908*'(0*)(&)'#0"('B3)2+1'&-*)+.('2'('0*E

Q(-#0"(*)+10)(&)(C0").&/%D0(0)(C0).+D0"#+1)%+:0*)83)JDD'":)'")(C0)#+(0*)B&1)C&D'#+3*)+"#)&(C01) '/%&1(+"()#+(0*) B&1)2+1'&-*).-D(-10*E)FC0)*(-#0"(*).+") (C0")+##)Y-&(0*)&1)+)*C&1()#0*.1'%('&")(&)(C0'1)D'*(0#)020"(E)

Encourage discussion amongst students relating to the foods or festivities associated with (C0).+D0"#+1)#+(0*E

I'*%D+3).-D(-1+D).+D0"#+1*)+1&-"#)(C0)*.C&&D)B&1)&(C01)*(-#0"(*)(&)2'09E)

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?#//+.$9'*.8$Apples and Oranges 9*)(060-*.($k#*)$?#C#'8$all Secondary !0,#$P#l&0)#78$50– 60 Mins P#/+&)6#/$P#l&0)#78$Pens, paper, camera (optional)

This activity involves students interviewing an older family member, relative, friend or "0':C8&-1)(&)D0+1")+8&-()(C0)#',010".0*)+"#)*'/'D+1'('0*)'")(C0'1)-%81'":'":E)

Students should gather information through asking 8-10 interview questions of their older '"(012'0900)+"#)10.&1#'":)(C0)10*%&"*0E)O")(C0)%10*0".0)&B)(C0)&D#01)'"(012'09007)(C0)*(-#0"()*C&-D#)(C0")+"*901)(C0)*+/0)Y-0*('&"E)S&1)0P+/%D0s

m$[($*3#$DHX$1"*($"+;;0#/$@$0.(#)#/(/$707$4+&$"*C#bOlder interviewee O)-*0#)(&)1'#0)8'.3.D0*7)%D+3)B&&(8+DD)+"#).1'.G0()#-1'":)(C0)*-//01EStudent O)%D+3)8+*G0(8+DD)&")Q+(-1#+3*)+"#)%D+3)/3)%D+3)*(+('&")+"#)m'"(0"#&)#-1'":)(C0)900GE)

m$[($*3#$DHX$707$4+&$#C#)$"*C#$6+.f06($10("$4+&)$-*)#.(/$@$3&*)70*./bOlder interviewee K0*7)D&(*t)FC010)9+*)D&(*)&B).&"?'.()+8&-():&'":)&-(7)9C+()('/0)(&).&/0)C&/0)+"#)D&*'":)/3)*.C&&D)8&&G*E)Q&/0('/0*)(C010)9010)D&(*)&B)+1:-/0"(*)80.+-*0)/3)B+/'D3)/&20#)to this country but still had traditional ideas and ways of doing things, common in their C&/0D+"#E)g-()Oa#)800")C010)B1&/)+)3&-":)+:07)*&)/3)'#0+*)9010)/&10)Z-*(1+D'+"7)8-()/3)parents just didn’t get it! Student V0)C+20)D&(*)&B).&"?'.()+8&-():&'":)&-(7)%&.G0()/&"037)*%0"#'":)(&&)D&":)&")(C0).&/%-(01E

Students should then compile the responses and present 3 or 4 of the similarities / #',010".0*)8+.G)(&).D+**E)

As a class group, ask students to identify the main similarities +"#)#',010".0*)80(900")(C0)2+1'0#)+:0):1&-%*E)S+.'D'(+(0)+)discussion about the common (C0/0*)%10*0"(0#)83)*(-#0"(*E)Ask students to identify - #0*%'(0)#',01'":):0"01+('&"*7)families and countries - why (C010)+10)*&)/+"3)*'/'D+1'('0*E

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Voice The Community

Voic

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Armed with the list that young people compiled, they should choose one or two issues and '#0"('B3)9C+()(C03).+")#&)+8&-()'(E)!".&-1+:0)*(-#0"(*)(&)(C'"G)+8&-()(C0)a8':)%'.(-10a)+"#)identify the relevant authority, local or state government that their issue is most pertinent (&E)

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In the letter, students should not only outline their concerns but also explain:

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S&-"#+('&")_&-*0E)R<XX=U)Q.C&&D*)W)!#-.+('&"7)[0*&-1.0*E)S&-"#+('&")_&-*0E)[0(1'020#)<TbXTb<XX=s)C((%sbb999EB&-"#+('&"C&-*0E&1:E+-b10*&-1.0*b%-8D'.+('&"*r+"#r10*&-1.0*EC(/

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_+C"7)[E7)S-Y-+$VC'(D037)IE7)V0(C'":(&"7)_E7)l&937)nE7)l'801/+"7)ZE7)>1&*837)ZE7)0()+DE)R<XXAUE)The Effectiveness of Universal School-Based Programs for the Prevention of Violent and Aggressive BehaviorE)m+('&"+D)>0"(01)B&1)_0+D(C)L+1G0('":E)Z(D+"(+7)kQZE)[0(1'020#)<qbXTb<XX=)B1&/s)C((%sbb999E.#.E:&2b//91b%102'09b//91C(/Db11dqXA+4EC(/

60+.0)>&1%*E)R<XX=U)World Wise SchoolsE)60+.0)>&1%*7)kQZ)S0#01+D)H&201"/0"(E)[0(1'020#)@4b4Xb<XX=)B1&/s)C((%sbb999E%0+.0.&1%*E:&2b99*b'"#0PE.B/)

L+1('"7)I)W)L+1('"7)LE)R<XXXUE)Understanding Dysfunctional and Functional Family Behaviors For The At Risk AdolescentE)Z#&D0*.0".07)@dR45XU7)ATdE)[0(1'020#)4dbXqb<XX=)B1&/)!gQ>MC&*(

F'88'((*7)SE)R<XXdUE)Literature Review on Outcomes of School-Based Programs Related to “Learning To Live Together”E)_-/+")[':C(*)!#-.+('&")Z**&.'+(0*7)O"(01"+('&"+D)g-10+-)&B)!#-.+('&"E)kQZE)[0(1'020#)21/10/2009 from: www.hrusa.org/.../usa/UNESCO_LitReview ProgramSummary.doc

V'DG'"*&"7)[E)W)L+1/&(7)L)R!#*UE)R<XX@UE The solid facts: social determinants of health. 2nd)!#E)V&1D#)_0+D(C)M1:+"'o+('&"E)>&%0"C+:0"E

V'D*&"7)QE)W)l'%*037)LE)R<XXdUE)The Effectiveness of School-Based Violence Prevention Programs for Reducing Disruptive and Aggressive BehaviorE)>0"(01)B&1)!2+D-+('&")[0*0+1.C)+"#)L0(C&#&D&:3)O"*('(-(0)B&1)6-8D'.)6&D'.3)Q(-#'0*7)e+"#018'D()k"'201*'(3E)F0""0**007)kQZE)[0(1'020#)26/08/2009 from: C((%sbb999E".N1*E:&2b%#]D0*4b"'Nb:1+"(*b<44@AqE%#B

e'.(&1'+")>-11'.-D-/)+"#)Z**0**/0"()Z-(C&1'(3)Re>ZZUE)R<XX=UE)Overview of the Victorian Essential Learning StandardsE)Q(+(0)H&201"/0"()&B)e'.(&1'+7)e'.(&1'+E)[0(1'020#)<<b4Xb<XX=)B1&/s)C((%sbb20D*E2.++E2'.E0#-E+-b&2012'09b)

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g-DD'2+"(7)gE)R4=TqUE)H0(('":)+)S+'1)H&s)>+*0)Q(-#'0*)&B)M..-%+('&"+D)Q&.'+D'*+('&")+"#)601.0%('&"*)&B)I'*.1'/'"+('&")'")+)Q+/%D0)&B)Q020")L0D8&-1"0)_':C)Q.C&&D*E)_-/+")[':C(*)>&//'**'&"7)>+"8011+E

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Human Rights and Equal Opportunity Commission, C((%sbb999EC10&.E:&2E+-

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!2013)0,&1()C+*)800")/+#0)(&)(1+.0)+"#)+.G"&9D0#:0).&%31':C()+"#)*&-1.0E)QC&-D#)+"3)'"B1'":0/0"()C+20)occurred, the Cultural Comprehension working party tender their apologies and invite copyright owners to make .&"(+.()(&)0"*-10)+.G"&9D0#:0/0"(*)+10)10.&1#0#)'")B-(-10)0#'('&"*E

%&'(&)*'$%+,-)#"#./0+.$0/$*.$#^60(0.3$-)+3)*,$7#/03.#7$;4$R*.7#.+.3$S03"$=6"++'X$%0(4$+5$T)#*(#)$R*.7#.+.3X$=+&("$U*/($P#30+.$:03)*.($P#/+&)6#$%#.()#$*.7$("#$R#-*)(,#.($+5$U7&6*(0+.$*.7$U*)'4$%"0'7"++7$R#C#'+-,#.(Y$$Utilising the specialist areas of expertise from each partner agency a 10-week program has been created to explore and understand culture, build peace in the school and wider community and empower young %0&%D0)(&)C+20)(C0'1)*+3E)Cultural Comprehension was designed and driven by a committed working party and remains a key initiative of the Southern L0(1&%&D'(+")[0:'&"a*)Q0.&"#+13)Q.C&&D)m-1*'":)61&:1+/E)The Secondary School Nursing Program aims to reduce risk to 3&-":)%0&%D0)+"#)%1&/&(0)80((01)C0+D(C)'")(C0)9'#01).&//-"'(3E)FC0)Program employs 100 nurses in 198 government secondary schools +.1&**)e'.(&1'+E!"#$+;\#6(0C#/$+5$("#$-)+3)*,$*)#$(+8f) )6D+3)+)G03)1&D0)'")10#-.'":)"0:+('20)C0+D(C)&-(.&/0*)+"#)1'*G)(+G'":)

behaviours among young people, including drug and alcohol abuse, tobacco smoking, eating disorders, obesity, depression, suicide and injuries

f) )S&.-*)&")%1020"('&")&B)'DD)C0+D(C)+"#)%1&8D0/)80C+2'&-1*)83)ensuring coordination between the school and community based health and support services

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9)+3)*,$*.7$:*.&*'$6+.()0;&(0+./$;48Vicky Argyropoulos

Carol CollinsGeorgina Crawford

Kate JacksonChantel KlienerMatter MacharSylvia Marov

John O’Shaughnessy

Design and production by: :++./"0.#$%)#*(0C#$999E/&&"*C'"0E.&/E+- 1300 769 911

Documents

Cultural Comprehension - difference... differently · the wider community; the cultural comprehension working party have created a 10-session program to help link the school community