EEO311 Assessment Task 2: Scope & Sequence Unit Plan Template

Names: Alicia Vaux and Joshua Taratuta

Tutorial: Monday 9am
Focus Week: 9
Year Level: 2
Concept Map:

Topic: Asian Perspectives: People have different ways of

living

Rationale:
The learning framework for the scope and sequence was developed after completing the Concept map. In developing the
concept main ideas were brainstormed to help teach students to become more Asia literate (Marsh, 2011). As Asia is one of
Australias closest neighbours it is important to teach our students about it as it is essential to building our nations future
(Marsh, 2011). Asia literacy is the knowledge skills, and understandings about the history, geography, society, culture,
literature and languages of the diverse countries (Marsh, 2011). It was decided that three countries from the Asian region
would be studied China and India as these countries have the biggest populations in the world as well as Australia currently
having lots of people born in these two countries living here. Indonesia was the third country chosen to study as it is located
so close to Australia that many students may have travelled or will travel there in the future. Many students may work in one
of these three countries in the future or have colleagues working in an office over there. These countries were also decided to

be studied as they are each part of one of the three sub- regions of Asia, North-east Asia, South-east Asia and South Asia. The
main topics chosen were Asia is more than one place or people, people in Asia celebrate differently than Australia, Asian
cultured is varied and people living in Asia the places they call home were chosen to help make it easier for students to make
connections between Australia and Asia in various contexts (Marsh, 2011).
Asia is more than one place or people was chosen as a topic as many students, think that all of Asia is one place. That
everybody that lives there is the same. This topic was chosen to be taught first, so the students got an understanding of
where Asia is located on a world map, compared to Australia, as well as where the three countries being studied where
located compared to each other. The students will also release that they already have connections to Asia and find out there
prior knowledge.
People in Asia celebrate differently to Australia was chosen next as this shows students different festivals and celebrations in
China, India and Indonesia. Lots of different food, dancing and games are played at these festivals so they can interrelate to
the following weeks.
Asian culture is diverse & Australia is culturally connected to Asia was chosen next as students will already have a basic
knowledge of different foods and games played in these countries from the previous topic. The foods and games can be
further elaborated onto including everyday life in these three countries not just at festivals.
People living in Asia & the places they call home is the next topic taught. This topic is where the students further elaborate on
comparing the education in the three countries into jobs undertaken, the houses that they live in and there families compared
to what we know in Australia.
The final week is where all the learning is tied together. Students will finish off their work, practice dances and role plays and
undertake cooking of Indian, Indonesian and Chinese foods. One evening in this week parents, students and teachers will all
come together to celebrate what the students learned in the last 10 weeks as well as the different Asian cultures.

In writing the sequence AusVels level 2 was looked at to make sure that the students learning was relevant to their year level,
elements of history, geography and civics and citizenship are included in the lesson. Asia and Australias engagement with
Asia is one of the three cross curriculum area in the Australian Curriculum. This was looked at when writing the sequence with

many of these outcome areas being taught during the learning sequence.

Wee
k

Understandi
ngs/Main
ideas

Asia is
more than
one place
or people
& Asian
communit
ies in
Australia
Where are
these

Learning Experiences

On Smartboard open up the Asia map to

show students where Asia is on the online
atlas. Ask students what they know about
Asia.
Tell the students that we are focusing on
three countries in Asia, China, Indonesia and
India. Using the online atlas click on each of
the three countries showing the students
where the countries are located and a bit of
information about each of them.
Start three lists one for China, Indonesia and

Resources

Links to AusVELS

Asia:
http://www.yourchildlea
rns.com/online-atlasasia.htm

Geography
The location of the major
geographical divisions of the
world
in relation to Australia
(ACHGK009)
The connections of people in
Australia to other places in
Australia, the countries of the
Asia region, and across the
world (ACHGK012)

countries?
Who are
the people?

Do I know
something
already
about Asia?
Asian
immigratio
n to
Australia
has shaped
our
communitie
s.

India during the next 10 weeks continue to

add information to this list that students find
interesting.
Ask students about any connections they
have to these countries (family, friends, and
holidays) and what they already know about
these places and cultures. Start a KWL (What
I Know, What I Want to know, What I have
Learnt) chart for each country.
On the smartboard display a big labelled map
of Asia. Then give students a blank map of
Asia and they have to colour in China,
Indonesia and India on their map each
country different colour and have a small key
showing which colour is each country.
Students are then split into groups each
group is allocated one of the three countries
and as a group they come up with questions
to ask students their age in these countries.
Students will discuss and question Indian,
Chinese and Indonesian immigration to
Australia and how these cultural
communities have shaped Victoria. The
website, Origins, will be used by the teacher
to source images of these communities and
the festivals and events they celebrate in
local Victorian communities. Also facts about
the culture; for example languages spoken
and religions. These fact sheets will be used
by students as an on-going reference
material.
In pairs they will video tape each other
talking about why they think Asian families
move to Australia and any connections or
understanding they have about Asian culture
in Australia. For example, food they enjoy

Map:
http://www.printablewo
rldmap.net/preview/asi
a_labeled_l

World atlas:
http://www.worldatlas.c
om/webimage/countrys
/asia/asoutl.htm
Teacher reference
Origins:

http://museumvictori
a.com.au/origins

Pose geographical questions

about familiar and unfamiliar
places (ACHGS013)
Asia and Australias
engagement with Asia
OI.6 Australia is part of the
Asia region and our histories
from ancient times to the
present are linked.

eating or friends from Asian countries. Also

any inquiry questions they have that they
hope the unit will answer. These videos will
be edited and streamed as part of the end of
unit cultural evening.
2-4

People in
Asia
celebrate
differently
than in
Australia.
Celebration
s
Beliefs
Festivals
Chinese
New Year
Indonesian
Independe
nce day
Holi festival
Harmony
Day

Chinese New Year

- Watch the Behind the News video on Chinese
New year then discuss this video get the
students to fill in an I think, I feel and I
wonder sheet about the video.
- On the smartboard display the NGV
Interactive game, first going through the
story of why there is 12 zodiac animals, and
how it come about that they have one year
each in a 12 year cycle. Then explore which
zodiac sign represents everybody in the class
and look at what there zodiac sign says
about them. Students will then draw the
animal that represents the year that they are
born and right a few facts about this.
- Students in groups will play the Chinese
Zodiac match game, matching the zodiac
animals to 28 different years remembering
that the Zodiacs are on a twelve year cycle.
- Do some craft activities make a dancing
dragon puppet and red envelope flower
lanterns
- Have a class discussion about what the
dragon means to the Chinese, represents
Wisdom, Strength and good fortune
Make a large dragon, which some students
can fit into to dance around the school, once
it is complete borrow drums and other
percussion instruments and parade around
the school. Have others students in charge of

Chinese New Year

video:
http://www.abc.net.au/
btn/story/s1851308.ht
m
Interactive game:
http://www.ngv.vic.gov.
au/asianart/mmcricketanddragon.html
Zodiac Match:
http://www.asiaeducati
on.edu.au/curriculum_r
esources/maths/year_2
_mathematics_calenda
r_capers/activity_3_chi
nese_zodiac_match.ht
ml
Chinese New Year
crafts:

History
Use a range of
communication forms (oral,
graphic, written, role play)
and digital technologies
(ACHHS054)
Geography
The connections of people in
Australia to other places in
Australia, the countries of the Asia
region, and across the
world (ACHGK012)

http://www.scholastic.c
om/teachers/topteaching/2014/01/class
room-crafts-celebratechinese-new-year

Asia and Australias

engagement with Asia
OI.1 The peoples and
countries of Asia are diverse
in ethnic background,

Reflect on their learning and

suggest responses to their
findings (ACHGS018)

video recording and editing the footage,

narrating over the top and also writing about
the performance. Showcase as part of Asian
cultural celebration at end of unit.
Watch the PowerPoint presentation about
Chinese New Year then students fill in a Plus,
minus and interesting chart about what they
learnt in the PowerPoint.

Indonesian Independence Day

- In small groups students use iPads or laptops
and explore
http://www.expat.or.id/info/aug17th.html they
then fill in the answers on the worksheet
provided and then individually they draw a
picture to show what happens on the 17th of
August each year in Jakarta.
- Many games are played on Indonesian
Independence day, so the class can have a
go at some of these games, sack races and
cracker eating contests hanging from a
string.
- Students consider Australia Day and why it is
celebrated. They draw and write about what
they do on that day. They consider how it
could be celebrated by immigrants to
Australia.
Indian festival of Holi
- The festival celebrates good over evil, the
end of winter, community, peace, good
health/fertile land and forgiveness. Very
important festival as it brings together all
ages, religions and castes in India. Use the
teachers reference for information.
- Print a poster size image of the artwork from

Teacher reference:
http://www.scholastic.c
om/teachers/lessonplan/chinese-new-year
Dragon dance:
http://www.scholastic.c
om/teachers/lessonplan/chinese-new-yearcelebrations
PowerPoint:
http://www.scoop.it/t/c
hinese-new-year-byasia-educationfoundation
Independence Day:
http://www.expat.or.id/i
nfo/aug17th.html
Worksheet:
http://www.asiaeducati
on.edu.au/verve/_resou
rces/go_indo_holidact.p
df
Activities:
http://blogs.wsj.com/bri
efly/2014/08/15/5things-to-do-tocelebrate-indonesiasindependence-day/
Teacher reference:
http://www.holifestival.
org/
YouTube moving
images:
http://www.youtube.co

traditions, cultures, belief

systems and religions.
OI.8 Australians of Asian
heritage have influenced
Australias history and
continue to influence its
dynamic culture and society.

5-7

Asian
culture is
diverse &
Australia
is
culturally
connected
to Asia.
Food
Games
Education

the NGV (or use smartboard) and ask

students what they think is happing in the
scene. Give brief history and significance of
Holi.
- Students watch the moving images on
YouTube clip and are asked to comment on
what they see; colour, happiness, joy,
families/friends, togetherness, playfulness.
- Students consider the beliefs behind the
festival and whether Australia has any similar
significant festivals or days (Harmony Day?)
- Talk to students about Harmony Day and
have them make the clickity-clack (full of
cultural information on Australia) and colour
in brightly. Play the game with someone in
the classroom whom they do not usually sit
with. Make a poster for Harmony Day.
- Students write down a blessing or a note for
forgiveness and give it to someone in their
class
- Have students paint each others faces and
discuss how positive and playful interactions
bring harmony
China
- Show the students the Chinese food
PowerPoint then get the students to fill in the
worksheet after they have viewed and gone
through the PowerPoint comparing a Chinese
diet to their normal diet.
- Bring in chopsticks pass them around the
room and ask the students if they have ever
seen this before or know what they are. Tell
them in China food is usually eaten with
them. Then go through the history of
chopsticks with the students then students
can design their own pair of chopsticks.

m/watch?
v=i4atKTpZ1aA
Poster print of
Indian Art:
http://www.ngv.vic.gov.
au/asianart/resources/p
df/Sheet14_AsianEduR
es_A4_sheets_DVD.pdf
Harmony Day:
http://www.harmony.go
v.au/wpcontent/uploads/2013/
11/clickity-clack.pdf

PowerPoint:
http://www.tes.co.uk/Re
sourceDetail.aspx?
storyCode=6323692
https://www.teachervisi
on.com/asia/resource/1
0363.html
Dumplings recipe:
http://www.taste.com.a
u/recipes/9373/pot+sti
cker+dumplings?
ref=collections,chinese
-recipes

Civics and Citizenship

Students begin to appreciate
the similarities and
differences between, the
language, cultural and
religious groups which make
up the Australian nation
History
Use a range of
communication forms (oral,
graphic, written, role play)
and digital technologies
(ACHHS054)

Make pot sticker dumplings before asking

them to discuss which part of China it comes
from and what meal it is usually eaten for.
What common foods do they eat that
originate from China?
As a class play the traditional Chinese game
Four Seasons. Was this traditional game
useful in learning the order of the seasons?
Explain to students in the class about
tangrams and how they originate from
ancient China as an educational tool. Then
model to the students how to do Tangrams
and then they can do it themselves. How
does an ancient Asian model help them to
understand shapes and geometry?

Indonesia
- As a class make a Venn diagram comparing
differences and similarities in Indonesian and
Australian diets. In groups students will
explore and find one Indonesian recipe, they
will then write a simplified version of this
recipe and as a class they will put together
an Indonesian recipe book. Class makes
traditional version of popular Indonesian Dish
Gado-Gado.
- Students watch the Behind the News story of
the connections between Australian and
Indonesian school. They reflect on what they
have learnt about the cultural connections
between an Australian an Indonesian school
using the PDF resource. What do all students
have in common?
- Semut, Orang, Gajah an Indonesian game
similar to Rock, paper, scissors is played by
all throughout Indonesia and for similar

Four seasons:
http://www.activityvilla
ge.co.uk/four-seasons

The impact of changing

technology on peoples lives
(ACHHK046)

Tangrams:

http://www.activityvilla
ge.co.uk/tangrams
Gado-Gado recipe:
http://www.avianwelfar
e.org/lucky/lessonplans
.html
Indonesian school:
http://www.abc.net.au/
btn/story/s3820132.ht
m
Teachers resource:
http://www.abc.net.au/
btn/resources/teacher/
episode/20130813indonesianschool.pdf
Semut,Orang,Gajah:

Asia and Australias

engagement with Asia
OI.1 The peoples and
countries of Asia are diverse
in ethnic background,
traditions, cultures, belief
systems and religions.
OI.7 Australians play a
significant role in social,
cultural, political and
economic developments in
the Asia region
OI.8 Australians of Asian
heritage have influenced
Australias history and
continue to influence its
dynamic culture and society

cultural purposes. Teach students how to

play and then have them make a poster
describing how the game works with
drawings. Students should then break into
partners and play without speaking. Was this
difficult? Could you play this with an
Indonesian student? How would you teach
them Rock, paper, scissors?
India
- Make traditional food from the Holi festival,
for example the delicious sounding spiced
milk ,Thandai
- Go shopping! Indians typically shop in
outdoor markets, so take students on an
excursion to Victoria Market and an Indian
grocery, give them specific thing to buy for a
recipe and photograph the excursion.
- Indian takeaway Friday. Students study local
Indian restaurant takeaway menu and choose
a meal from it to be delivered for lunch. Take
a picture of students eating food. They
research the dish and ingredients and make
a poster with the photograph of themselves,
the ingredients, and where in India the dish
originates from.
- Did they find Beef on the menu? In
Australia, we eat Beef but in India the cow is
sacred and would not be found in a curry.
Show students resource, The Holy Cow.
Discuss how the Hindu belief system affects
diet. What are the complications with selling
and trading cows? Students write about a
special animal.
- Bring in Dilmah tea. Show slideshow images
of Tea plantation in India and give history of

http://www.expat.or.id/i
nfo/games.html
Recipes from Holi
festival:
http://www.holifestival.
org/
The Holy Cow:
http://en.aboutindia.it/I
ndia-holy-cowinformation
Tea plantation
images:

Tea originating in China and the British

stealing seeds to plant in their colony in
India. Using information contained in the
images, students create a drama narration of
stills that show how they think the tea get
from India into their cup at home, beginning
with the family farming in India. Discuss the
role of women.
Read the digital storybook, The
Panchatantra: a folktale from India. Many
folktales were used in Indian culture to
educate children in morals. Have students
identify one moral from the story, for
example; listen to the advice of friends, good
deeds are repaid, animals are wiser than
men. They draw a picture that captures this
part of the story with their moral as a
caption. They discuss fairytales they were
read as children.
Work through slideshow of a day at a rural
school in India. Questions on slideshow may
be considered. Venn diagram of the
similarities/differences in their school days. In
three boxes draw and explain the activities
you enjoy at school. Do a 10 minute yoga
session one morning that week and students
reflect whether it was a good start to their
day.

China, India & Indonesia (on-going

activities)
- Consider that eating rice is a staple in
Chinese, Indian and Indonesian cuisine, the
history of rice and importance to Asian
culture by reading beginning of book.
Throughout weeks 5-7 students work on

http://en.aboutindia.it/
what-to-see-kerala-teaplantation-photo
Storybook: The
Panchatantra (a
folktale from
India):http://www.cand
lelightstories.com/2009
/03/27/thepanchatantra-afolktale-from-india/
A day at school in
rural
India:http://www.actio
naid.org.uk/schoolresources/download/75
12/chembakolli%E2%80%93%E2%80%98school
%E2%80%99-teachingresourcesThe really big food
project:

810

People
living in
Asia & the
places
they call
home
Jobs
Houses
Families

individual number fact posters using

information from the book.
Students are encouraged to bring in things
from home that originate from India, China or
Indonesia, which will offer on-going inquiries.
Things such as clothes, food items, video
games, objects brought on holidays etc.
Whenever students bring in an artifact, they
share how it is used in their home and as a
class discuss how they think it was made or
what it might suggest about that
culture/country.

http://www.asiaeducati
on.edu.au/resource/the
_really_big_food_projec
t_book.html

Using images from Global education and

oddizzi, create slideshow for students to
consider living conditions and housing in all
three countries (see images right). The
apartment living in cities of China and India,
slums in India, huts and traditional homes in
India, China and Indonesia. Students
generate inquiry questions about the living
conditions of poorer communities and the
struggles faced. Water sources, firewood for
cooking, materials for houses, toilets and
sanitation. Show students a picture of an
Asian toilet, kitchen, bedroom backyards and
talk about how it is different to the Western
world. As a class fill in a Venn diagram on
the board about housing in China and
Australia.
Students to draw a picture of their house in
pastels, from the outside as well as a floor
plan that shows living areas and bedrooms.
Students will share their drawings with each
other.
Students make a diorama of their bedroom

Images of living in
Asia:

History
Use a range of
communication forms (oral,
graphic, written, role play)
and digital technologies
(ACHHS54)
Geography
Reflect on their learning and
suggest responses to their
findings (ACHGS018)
Asia and Australias
engagement with Asia
OI.2 Interrelationships
between humans and the
diverse environments in Asia
shape the region and have
global implications.
OI.5 Collaboration and
engagement with the peoples
of Asia support effective

11

Presentati

using a shoebox. They write about why it is

special to them and what it contains. Class
creates a PNI chart about sleeping in one
room with your family. For example, a
positive might be that you share stories
before sleeping.
Students consider the artwork of children in
Asia, in describing My Place and compare
with their own pastel artwork.
Story of Pak Yono. Read the story of a family
who farms and grows rice. What does export
mean and how important is the success of
this families occupation in provided food for
themselves and for us? Compare with A year
on our farm, an Australian picture book.
What events are significant to both? Who is
responsible for jobs in each story? How
important is water for both families?
Students record rules and responsibilities
they have at home
Students explore important jobs in Australia
that they know. In groups they select an
occupation for example, a police officer they
then draw a person doing this job and use
fact sheets giving to them by the teacher to
make a poster. Students will then make
another poster about the work of person
doing a similar job in Asia, comparing
similarities and differences.

This week all the students will be finishing off

http://www.globaleduca
tion.edu.au/resourcesgallery/resourcegallery-images.html
Indian housing:
http://www.oddizzi.com
/teachers/explore-theworld/country-closeup/case-studyindia/living-inindia/homes-2/
My Place Art
response:

regional and global

citizenship

http://www.asiaeduca
tion.edu.au/sites/myp
lace/
Pak Yono:
http://www.curriculums
upport.education.nsw.g
ov.au/primary/hsie/reso
urces/pak_yono_2013.p
df
A Year on our Farm:
http://www.scholastic.c
om.au/schools/educati
on/teacherresources/as
sets/pdfs/A_Year_on_ou
r_Farm.pdf
Quick and easy facts
about Victoria
Police:
http://www.police.vic.g
ov.au/content.asp?
Document_ID=12490

History

on and
Celebratio
n week

any unfinished work that they have done over

the term. The work will then be displayed
around the room. Students will then have the
choice of practicing dances or role plays to
perform in front of their peers, parent and
teachers at a celebration night. Videos created
during the unit will be edited and completed, as
well as each student being interviewed and
recorded on what they have learnt from the unit
and what aspects of our engagement with Asia
they would like to know more about. Other
students will have the opportunity to do some
cooking of Indonesian, Chinese and Indian food
to be eaten on the celebration night. A playlist
of music for the night will be researched and
complied. Students, parents and teachers will
have the opportunity to dress up at the
celebration night.

Use a range of
communication forms (oral,
graphic, written, role play)
and digital technologies
(ACHHS054)
Geography
The connections of people in
Australia to other places in
Australia, the countries of the Asia
region, and across the
world (ACHGK012)

Asia and Australias

engagement with Asia
(above codes)

References
ABC, 2010, Behind the News: Chinese New Year, Retrieved 16 th September 2014,
http://www.abc.net.au/btn/story/s1851308.htm
ABC, 2013, Behind the News: Indonesian School, Retrieved 16 th September 2014,
http://www.abc.net.au/btn/story/s3820132.htm
ABC, 2013, Behind the News Indonesian School Teachers Resource, Retrieved 21 st September 2014,
http://www.abc.net.au/btn/resources/teacher/episode/20130813-indonesianschool.pdf
Australia Curriculum, Assessment and Reporting Authority, 2013, The Humanities- History, Retrieved 18 th September,
http://ausvels.vcaa.vic.edu.au/The-Humanities-History/Curriculum/F-10#level=2
Activity Village, 2007, Four Seasons Game, Retrieved 21 st September 2014, http://www.activityvillage.co.uk/fourseasons
Activity Village, 2007, Tangrams, Retrieved 21st September 2014, http://www.activityvillage.co.uk/tangrams
Asia Education Foundation, 2012, Chinese Zodiac Match, Retrieved 21 st September 2014,
http://www.asiaeducation.edu.au/curriculum_resources/maths/year_2_mathematics_calendar_capers/activity_3_chine
se_zodiac_match.html
Asia Education Foundation, 2010, Holidays and Festivals of Indonesia, Retrieved 19 th September 2014,
http://www.asiaeducation.edu.au/verve/_resources/go_indo_holidact.pdf
Asia Education Foundation, 2013, Year 3: History Chinese New Year, Retrieved 18 th September 2014,
http://www.scoop.it/t/chinese-new-year-by-asia-education-foundation
Actionaid, Chembakolli School teaching resources, Fundraising Standards Board, accessed on 20 September
2014 at http://www.actionaid.org.uk/school-resources/download/7512/chembakolli-%E2%80%93-%E2%80%98school
%E2%80%99-teaching-resourcesAsia Education Foundation, Curriculum Resources: The Really Big Food Project, accessed on 19 September 2014 at
http://www.asiaeducation.edu.au/resource/the_really_big_food_project_book.html

Asia Education Foundation, My Place: Asia Australia, Commonwealth of Australia, 2000, accessed on 19 September
2014 at http://www.asiaeducation.edu.au/sites/myplace/
Australian Government, Harmony Day, accessed on 22 September 2014 at http://www.harmony.gov.au/schools/
AusVELS, Asia and Australias engagement with Asia, Victorian Curriculum and Assessment Authority, accessed on
21 September 2014 at http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagementwith-Asia
Candelight Stories, Storybook: The Panchatantra (a folktale from India), 2009, accessed on 18 September 2014 at
http://www.candlelightstories.com/2009/03/27/the-panchatantra-a-folktale-from-india/
Cruickshank, W, 2005, Chinese New Year, retrieved 17 th September 2014,
http://www.scholastic.com/teachers/lesson-plan/chinese-new-year
Expat Website Association, 2010, What to expect on August 17 th, Indonesias Independence day, Retrieved 19 th
September 2014, http://www.expat.or.id/info/aug17th.html
Expat Web Site Association Jakarta, Traditional Indonesian Children's Games, 2014, accessed on 22 September
2014 at http://www.expat.or.id/info/games.html
Graphic Maps, World Atlas, Retrieved 16th September 2014,
http://www.worldatlas.com/webimage/countrys/asia/asoutl.htm
Gruppo Zenit, Kerala Tea Plantation in Photos, About India, accessed on 18 September 2014 at
http://en.aboutindia.it/what-to-see-kerala-tea-plantation-photo
Gruppo Zenit, The Holy Cow, About India Publishing, accessed on 21 September 2014 at
http://en.aboutindia.it/India-holy-cow-information
HOLI - the Festival of Colors - (state of Gujarat India), video, Salvatore Lamanna, 7 October 2010, accessed on 20
September 2014 at http://www.youtube.com/watch?v=i4atKTpZ1aA
Kashmira Sheth, Monsoon Afternoon, Peachtree Publishers, 2008, accessed on 19 September 2014 at
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