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Intercultural Capability: Prep year unit plan
My story, your story, our story
Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000
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ContentsThe Intercultural Capability project................................................................................................3
About this unit..................................................................................................................................4Unit plan.........................................................................................................................................6
Appendix 1: My story, our story, your story – Student reflection....................................................9Template: Graphic organiser........................................................................................................10
Student work sample 1: My story, your story, our story – Parents, me, friend.............................11Student work sample 2: Family tree.............................................................................................12
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The Intercultural Capability projectThis unit plan is based on material developed with schools participating in the 2017 Intercultural Capability project. The Victorian Curriculum and Assessment Authority, in partnership with the International Education Division at the Department of Education and Training of Victoria, conducted an action-research project with nineteen schools from the Government, Catholic and Independent sectors.
This unit plan provides an example of how a school might plan for the explicit teaching of Intercultural Capability knowledge and skills. It is not an exemplar. Schools are advised to consider whether this plan meets the needs of their student cohort and is appropriate in the context of their whole-school teaching and learning plan. Additional support and advice on high-quality curriculum planning is available from the Curriculum Planning Resource.
Schools have flexibility in how they choose to use this resource, including as:
a model that they adapt to suit their own teaching and learning plans
a resource to help decide on their approach.
Print and web-based resources
Some of the print resources contained in this list may be out of print. They have been included because they may still be available from libraries, bookshops and private collections.
At the time of publication the URLs (website addresses) cited were checked for accuracy and appropriateness of content. However, due to the transient nature of material placed on the web, their continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own indexes of sites that are suitable and applicable to the courses they teach, and to check these addresses prior to allowing student access.
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My story, your story, our story
About this unit Unit title Grade Total teaching hours
My story, your story, our story Prep This unit was designed to be covered in 9 activities across 6 lessons. Activity duration varies.
This is an integrated unit that includes elements of Intercultural Capability with History.
This unit was developed by a metropolitan primary school that identified as multicultural.
The school opened in 2017 and teachers in the early years team have been working together to ensure a consistent approach to teaching Intercultural Capability. The teachers in this project indicated they would use their experience in this project to inform a school-wide plan for the Capabilities, including Intercultural Capability.
From this project, this group of teachers identified further areas to explore as integrated units. They indicated that their confidence grew as a result of participating in this project.
The lead teacher was surprised and challenged by a student who asked ‘why can’t they come to Australia?’ when they were reading about the asylum seeker in I am Australian too, by Mem Fox.
Reflecting on their participation in the project, the teacher indicated they were naturally cautious teaching about other cultures as they didn’t wish to offend.
As they were working in the early primary years, they steered away from assessment practices that relied on student’s writing skills, instead focusing on the use of graphic organisers and oral skills.
Content descriptions
Cultural Practices
Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
Cultural Diversity
Identify and discuss cultural diversity in the school and/or community (VCICCD003)
Achievement standard
By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.
Students explain how they might respond in different cultural situations.
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My story, your story, our story
Context
Students will learn about their own family life and discuss the similarities and difference between their own and other’s family life within the school community. They will explore the lives of past generations and describe the difference and similarities of daily life.
Essential question Guiding questions
Where do I come from and how do I fit into the world? What is my history?What do I know about my past?Who is in my family?What is the structure of my family?Where is my family from?What is my culture?What is my family’s culture?What are the traditions and celebrations of my family?
Key understandings Key vocabulary
Who are the people in my familyLocation of birth/childhoodSimilar and different types of familiesLife milestonesCelebrations and traditions
Family, relationship, traditions, culture, celebrations, family member types (brother, sister, mother, father etc), structure, roles, raised, stories, history, past, present, future, now, then, old, new, difference, similarities, communication, language, country, milestone, tradition.
Resources
Coloured paperGlueA4 card
Assessment tasks
Pre- and post-test – based on the graphic organiserRubric
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Unit planInquiry stage Lesson Weekly learning task Content descriptors Resources
Pretest 1 Students to complete a Pre-test on Personal Histories and Intercultural Capability. Ask students to complete the graphic organiser ‘My story, your story, our story’ template (page 10) for their parents/carers, themselves and a friend.
‘My story, Your story, Our story’ graphic organiser
Tuning in – engageBegin with a lesson that captures students’ interest through an activity or question.
1.2 Show students the rubric, discussing the expectations and goal of the unit.Read ‘Just the Way We Are’ as a whole group discuss and brainstorm who could be in a family?Students draw a picture of their family and label appropriate people. Together as a class they discuss the similarities and differences between their families.
History: VCHHK058 Just the Way We Are - Jessica Shirvington
1.3 Students to watch a ‘Family Tree Video’ about their teacher’s families.Note: The teacher created their own short video for this unit which the VCAA is not able to publish.Students to make their own family tree using family template and example from teacher. Students may use coloured paper of their choice for the tree and the trunk, with differently coloured circles for family members.Students share their family trees with their classmates and share a special story about their family.Homework activity: Students to ask parents/carers to discuss their family history and family history/origin with their child.
History: VCHHK058 ABC Education provides a number of short videos about families.
Finding out – exploreOrganise hands-on activities where students explore a concept or skill.
2.1 Read ‘I am Australian Too’ by Mem Fox and revisit previous activities on families and explain to children that we live in Australia but we might have another culture in our family as well. Ask students if they know where their families have come from.Discuss all the different nationalities in our learning community. The teacher helps students see the link between nationality and cultural diversity. Students to draw a picture of themselves and place them on a
Intercultural Capability: Identify and discuss cultural diversity in the school and/or community (VCICCD003)History: VCHHK058Mathematics: VCMSP085
I Am Australian Too - Mem Fox
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My story, your story, our story
Inquiry stage Lesson Weekly learning task Content descriptors Resources
picture graph in the appropriate column. Discuss the picture graph as a home group.
2.2 Read ‘Mirror’ by Jeannie Baker and discuss the book and how the two people had differences and similarities in their days. Students complete a Venn diagram together as a homegroup with teacher assistance, comparing the differences and similarities of the two days in the two different countries.
Intercultural Capability: Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
Mirror - Jeanie Baker
Sorting out – explainGuide students to develop explanations for the experience after they have explored a concept or skill.
3.1 Students Think-Pair-Share to discuss what happens in their daily life. They talk with their partner about the similarities and differences. Pairs share their partner’s day with the rest of the homegroup. Students to discuss different events of personal significance e.g. birthdays, or faith-based celebrations such as Eid or Christmas. Make a list of all of these on the board and ask:
do we celebrate all of these? do we celebrate different things?
Intercultural Capability: Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
3.2 Brainstorm questions that students may want to ask a parent or a grandparent about their childhood. For example, about playing, computers, phones, family life.Invite guest speakers from a range of different cultures to discuss what life was like growing up for them. Students ask their questions, such as:
How do you think families and life have changed since your guest/parents were children?
How is your family and life different or the same to that of the guest speakers?
Homework activity: Students to ask their parents what life was like for them growing up, such as:
what is different from when they were a child?
what is similar? What was their favourite thing to
do?The teacher assists students to make the link between daily life and the concept of
Intercultural Capability: Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)History: VCHHK059 VCHHK061
Guest speakers
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Inquiry stage Lesson Weekly learning task Content descriptors Resources
culture.
Going further – elaborateEncourage students to apply what they have learnt to a new situation.
4(Over 2 lessons)
Post-test: Students to complete the ‘My story, Your story, Our story’ graphic template, where they need to show what both they do and their parents did growing up. Students to leave the ‘My Friend’ aspect of this sheet to fill out later after presentations.
History: VCHHK059 ‘My story, Your story, Our story’Rubric
Making conclusions – evaluateProvide an opportunity for students to review and reflect on their learning.
5 Students share their ‘My story, Your story, Our story’ pictures with their classmates.Students complete the ‘My Friend’ section of the template; asking questions of the friend using new vocabulary they have learnt.
Reflecting and acting
6 Students assess themselves using the student rubric.
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My story, your story, our story
Appendix 1: My story, our story, your story – Student reflectionLearning in this unit contributes to assessing students’ progression against aspects of the achievement standards in Intercultural Capability and History.
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Students identify their learning by selecting appropriate ‘I can’ statements. This activity can be undertaken directly with individual students or as a class activity.
My story, your story, our story
Template: Graphic organiser
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Student work sample 1: My story, your story, our story – Parents, me, friend
Annotation:
This is a post-test work sample. The student has been able to demonstrate an understanding of where their parents come from, where they were born and where a friend comes from.
Note: Preps talk a lot more than they write so provide opportunity for them to talk about their work.
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Student work sample 2: Family tree
Annotation:
This student has created a visual representation describing their family. It provides evidence of learning for the History component of this unit VCHHK058.
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