Cultural diversity

This unit has been written for a multistage classroom. The activities are designed to complement the learning in Stages 1, 2 and 3 of the HSIE
syllabus and have students work towards the achievement of outcomes relevant to each stage. The unit can be taught as a multistage unit or as a
separate unit for one of the stages. It can also be used in a class across two stages.
Cultural diversity looks at the effect of different religions on our communities and other communities. This is commonly known as GRE
(General Religious Education). Inform parents that you are undertaking this unit of work as part of teaching the HSIE syllabus. Parents may
request in writing that their child does not participate in the lessons on GRE.
The green shading indicates teaching activities for all stages, while the yellow shading indicates teaching activities for students in Stages 1 and 2
and the turquoise shading indicates teaching for students in Stages 2 and 3. There are also many activities that are specific to one stage and allow
for group work and the development of skills and content from the HSIE syllabus. These multistage units provide an example of the ways the
mandatory subject matter and outcomes can be incorporated into teaching and learning in HSIE K6.
The unit Cultural diversity provides the opportunity to develop background knowledge using a wide range of oral, visual and written text types.
Teachers can further develop this material to support teaching of the talking and listening, reading and writing outcomes of the English syllabus.
This unit requires Stage 3 students to have access to the CD-ROM, Asia at a glance, available from Curriculum Corporation for $44.95. A
variety of text resources will also be needed. Plan to borrow this material in advance from the Equity Resource Library (DET) if resources are
not available at your school or local council library.
Some school districts have a multicultural consultant and community liaison officers who may be able to assist with suggestions for appropriate
community guest speakers and other community support. Contact your district office.
Stage 1 Outcomes
Cultures
CUS1.3 Identities
Identifies customs, practices, symbols, languages
and traditions of their family and other families.
CUS1.4 Cultural diversity

HSIE STAGE 1, 2 & 3

Curriculum Directorate

Stage 2 Outcomes
Cultures
CUS2.3 Identities
Explains how shared customs, practices, symbols,
languages and traditions in communities
contribute to Australian and community identities.

MARCH 2003
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/

Stage 3 Outcomes
Cultures
CUS3.3 Identities
Describes different cultural influences and their
contribution to Australian identities.
CUS3.4 Cultural diversity

Page 1 of 16

Describes the cultural, linguistic and religious

practices of their family, their community and
other communities.

CUS2.4 Cultural diversity

Describes different viewpoints, ways of living,
languages and belief systems in a variety of
communities.

Examines how cultures change through

interactions with other cultures and the
environment.

Students in Stage 1 will learn about:

Cultures
cultural characteristics of families
similarities and differences between ways in
which families express their culture, e.g.
celebrations
languages spoken by other groups and families
customs and practices important to students,
including celebrations
belief systems of groups and families in their
community and in other communities
traditional and religious stories important to
students, beginning with Dreaming stories

Students in Stage 2 will learn about:

Cultures
the diversity of groups within and between
communities
places of religious and spiritual significance in
the local community, including the special
relationship of Aboriginal people to the land
traditional and religious stories about
significant people and entities of major world
religions
major customs and celebrations of religious and
other community groups

Students in Stage 3 will learn about:

Cultures
the cultural diversity of Australia and other
nations
the influence of current events
colloquial words associated with cultural
influences
traditions, belief systems and practices of
Australians, including celebrations
traditions, belief systems and practices of
Australia as compared with those of at least one
other nation in the Asia-Pacific region

Resources
The Equity Resource Library provides a borrowing service for teachers in DET schools.
Phone: (02) 9582 5860
Fax: (02) 9550 2874
Address: 11 to 13 Swanson Street, Erskinville 2043
Email: equity.sydney@det.nsw.edu.au
Online query form: http://equityresourcelibrary.det.nsw.edu.au
Resources referenced should be readily available in schools and / or are available from the Equity Resource Library.
Most of the DET resources are also available as pdf files on the Professional Support and Curriculum Directorate web site.
http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?u=4&i=142&kla=hsie
Discovering Democracy units of work are available online at www.curriculum.edu.au/democracy follow the link to DD units.
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NSW Department of Education and Training
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Asia at a Glance CD-ROM available from Curriculum Corporation ($44.95)

Moorditj 1998, CD-ROM sent to all schools from the Federal Department of Communications and the Arts.
Big Mob Books for Little Fullas, 1996 BOS
Celebrating together, 2001, DET multistage resource
Belief in Action, 2002, DET Support material for Primary HSIE teachers
Sites and Scenes, 1999, DET Stage 3 teaching resource
Treasures, DET 1999, Stage 1 teaching resource
Where the sun rises, 2000, DET Stage 1 teaching resource
Multicultural calendar, DET distributed to schools each year.
Diary of Multicultural events, follow link at http://www.immi.gov.au/multicultural/australian/index.htm
Face the Facts, 2001, Information booklet from the Human Rights and Equal Opportunity Commission online copy available at
http://www.humanrights.gov.au/racial_discrimination/face_facts/index.html
12. Racism No Way http://www.racismnoway.com.au/classroom/Factsheet/ for fact sheets on world religions.
Some suggestions for student source material available from the State Equity Centre and many local libraries. Similar texts can be substituted.
Stage 1: Our Culture: Buddhist, Hindu, Jewish, Muslim, Rastafarian, Sikh (6 titles) by Jenny Wood, published by Franklin Watts, 1988.
I am a: Buddhist, Jew, Hindu, Muslim, Roman Catholic, Sikh (6 titles) different authors, published by Franklin Watts 1986.
My Belief, I am: Anglican, Buddhist, Greek Orthodox, Jew, Hindu, Muslim, Pentecostal, Rastafarian, Roman Catholic, Sikh (10 titles) different
authors, published by Franklin Watts 1986.
Stage 2: Beliefs and cultures: Hindu, Sikh, Jewish, Muslim, Christian, Buddhist (6 titles) different authors, published by Franklin Watt 1996.
Understanding religions, Marriage customs, birth customs, death customs, Initiation customs (6 titles) different authors, published by Wayland
1992
Life times, celebrating birth, growing up, wedding days, Journeys end (4 titles) different authors, published by Peter Bedrick Books 1998.
Stage 3: Variety of library books on Asian countries such as China, India, Indonesia, Japan, Korea, Malaysia, Philippines, Thailand and Vietnam.
Encyclopaedias.

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Celebrating diversity in our community

All communities have cultural events that are integral to their community. This includes festivals, race days, shows, markets, music festivals, street parades,
picnics, etc. These events celebrate and reflect individual communities.
Use the Multicultural calendar and the Diary of Multicultural events to develop a reference list of celebrations. Organise celebrations included in the
calendar, categories can include: National days, religious events, remembrance days, international days, include other headings as appropriate. Highlight the
days that are celebrated by students or in the community. Use a different colour to highlight events that students know about but do not usually celebrate.
Discuss personal experiences of a celebration they have participated in, e.g. local show, Clean Up Australia, Carols by Candlelight, etc. Share what they
enjoyed about the event, what it meant to the community, what the community would be like without these events. etc
Stage 1
Stage 2
Stage 3
CUS1.4 Cultural diversity
CUS2.3 Identities
CUS3.3 Identities
Describes the cultural, linguistic and religious
Explains how shared customs, practices, symbols, Describes different cultural influences and their
practices of their family, their community and
languages and traditions in communities
contribution to Australian identities.
other communities.
contribute to Australian and community identities.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Use a variety of library
CUS1.4
Use a variety of library
CUS2.3
Look at the origins of
CUS3.3
books, supplemented with
develops an
books, supplemented with
examines the
dedicated days or weeks
researches the
a bulk borrow from the
understanding of a bulk borrow from the
effects of cultural that are observed in the
origins of
local council library (many
local council library (many
local community. (Refer to
the effects of
events on
dedicated days or
council libraries allow
council libraries allow
images page 3436 in DD
cultural events
communities
weeks
teachers to do this) or the
teachers to do this) or the
Readers Middle Primary)
on our identity
or
Equity Resource Library.
Equity Resource Library.
Students individually or in
researches
Students work in pairs to
Students work in pairs to
pairs investigate the history
nationally
find illustrations of events
find illustrations of events
of these events. Include
remembered days
that have been highlighted
that have been highlighted
ANZAC Day, Australia
or weeks
in the class list. Show and
in the class list. Show and
Day, NAIDOC Week,
explain the illustrations to
explain the illustrations to
Labour Day, Queens
the rest of the class.
the rest of the class.
Birthday. Discuss what
Students choose one event
Choose a community
happens in the local
illustrates and
explains the
to illustrate and annotate.
event, e.g. local show,
community on these days.
annotates a
importance of
Clean Up Australia, Carols
community event
different cultural Find out what happens in
by Candlelight, etc to
other (larger or smaller)
events to
develop as a PMI. Look at:
communities on these days.
communities.
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What are the benefits of

this event for the
community? (Pluses) What
are the negatives effects of
this event on the
community? (Minuses)
What is interesting about
this event?

(News items may be used

to source this information.)
Prepare and present this
information as an
individual report to the
class.

prepares and
presents a report
on a specific
community event

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Aboriginal Dreaming
Teachers should refer to The Dreaming pages 2223 in the Big Mob Books for Little Fullas teachers handbook for a concise explanation of The Dreaming
What is an Aboriginal Dreaming story?within Aboriginal culture. Refer also to Teachers notes and background information pages 918 in the DET
resource Talking Identity.
An explanation of the spiritual nature of Aboriginal Dreaming can be found at http://www.dreamtime.net.au/dreaming/dreamtime.htm this is suitable to use
as a fact sheet with students. This is on the Australian Museum web site.
Stage 1
Stage 2
Stage 3
CUS1.4 Cultural diversity
CUS2.3 Identities
CUS3.3 Identities
Describes the cultural, linguistic and religious
Explains how shared customs, practices, symbols,
Describes different cultural influences and their
practices of their family, their community and
languages and traditions in communities contribute contribution to Australian identities.
other communities.
to Australian and community identities.
CUS2.4 Cultural diversity
CUS3.4 Cultural Diversity
Describes different viewpoints, ways of living,
Examines how cultures change through
languages and belief systems in a variety of
interactions with other cultures and the
communities.
environment.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Read and listen to stories
CUS1.4
Use Moorditj CD-ROM.
CUS2.3
Use Moorditj CD-ROM.
CUS3.3
from the Big Mob Books
develops an
This CD-ROM shows
identifies some
This CD-ROM shows
explains some
for Little Fullas teaching
examples of Indigenous
understanding of examples of Indigenous
significant
significant
kit. Aboriginal Dreaming
culture. Go to > Main
the different
customs, practices culture. Go to > Main
customs,
stories are The Bunyip and
Menu > Themes > Land,
Menu > Themes > Land,
purposes of
and traditions of
practices and
The Little Flying Fox.
Law and Language. View
Dreaming stories Law and Language. View
Aboriginal people
traditions of
Use the teaching notes in
and listen to this section of
and listen to this section
Aboriginal
the teachers handbook and enhances own
the CD as a group. Also
of the CD as a group.
people
select suitable tasks from
Also view some of the
understanding of view some of the
the Blackline Masters to go
individual artists. Identify
individual artists. Identify
Aboriginal
with each story.
important
features
of
important features of
culture
Students can read the story
Aboriginal culture.
Aboriginal culture.
using the big book and
Go to web site (2). Read
Print text from web site
CUS2.4
CUS3.4
individual copies. Listen to
the story (print if
(1). Go to web site (3)
describes the
reflects on the
the story being told on the
necessary).
Dreaming story in select Why Stories are
role of Dreaming
tape. The tape has the
Use the teaching ideas in
told by Aunty Beryl
the context of its
in conveying
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HSIE STAGE 1, 2 & 3
March 2003
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storyteller giving
background information
relevant to each story.

Talking Identity, topic 1,

The land, the lore and the
Dreaming. Conclude with
part 3 on page 22.

purpose to teach
value and respect
for others in the
community

Carmichael (bottom of
list) and print this text off
as well. Students read
this material. Discuss and
compare these two texts
to enhance understanding
of the importance of
Dreaming stories.
Students then work in
pairs to read and listen to
the stories on (3).
Students develop a
concept map (mind map)
to show an understanding
of the complexities of
Aboriginal culture.

societies rules,
behaviours,
environments and
relationships
identifies the role
Dreaming stories
have in the
spiritual life of
Aboriginal
people
CUS3.3
shows an
understanding of
the complexities
of Aboriginal
culture.

(1) http://www.home.aone.net.au/stories/doc/mcleod.htm
(2) http://www.koori.usyd.edu.au/students/josiel/
(3) http://www.dreamtime.net.au/dreaming/storylist.htm

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HSIE STAGE 1, 2 & 3
March 2003
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Diversity of peoples beliefs

By learning about the different world religions it is envisaged that students will develop respect for individuals to hold beliefs and customs that are different
from their own. Five main world religions have been identified for study; they are Christianity, Buddhism, Hinduism, Islam and Judaism. If your community
identifies with another world religion then this should also be included, e.g. Bahai, Sikh. By learning about the essence of different religions it is hoped that
this will engender greater understanding and acceptance of individual differences in our culturally diverse society.
Identify the events on the class list that are representative of the five main world religions (Judaism, Christianity, Islam, Hinduism and Buddhism). Ask
students if they know anyone who follows one of these religions. Ask what is different about this persons life to their own because of their religious beliefs
or practices, this could be: being a vegetarian, wearing particular head coverings, religious observances on particular days of the week etc. If necessary the
teacher may need to give examples and use illustrations from the collected reference books if students do not have these experiences.
Using the CD-ROM Sites and Scenes go to The Great Synagogue site. Use the introductory video and information in the Experts section to establish what
some of the main beliefs or tenets of Judaism are; or if necessary refer to www.greatsynagogue.org.au. Judaism, along with Hinduism are two of the worlds
oldest religions.
Use the ideas addressed in The Great Synagogue to brainstorm the tenets of religion that individuals have personal faith in, e.g. fundamental beliefs, deities,
Holy writings, teaching principles guiding followers lives, beliefs about the after life, etc. From these tenets develop some main ideas to use in a class
retrieval chart. This could include:
Stage
2
2
2
2
2
2
1
3
3
3
2

Judaism

Christianity

Islam

Hinduism

Buddhism

Beliefs
Religious practice
Religious observances
Deities
Holy writings
After death beliefs
How families are the same or
different from mine
In Australia
World map
In another country
Marriage customs

The Racism No Way web site also provides fact sheets on world religions that enhance teachers knowledge
http://www.racismnoway.com.au/classroom/Factsheet/ select View by Theme, then Cultural Diversity and Multiculturalism.
This background of religion is connected to peoples culture and the way people interact in different cultures and between cultures. Religion can affect the
relationships between nations and world events.
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HSIE STAGE 1, 2 & 3
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Stage 1
CUS1.3 Identities
Identifies customs, practices, symbols, languages
and traditions of their family and other families.
CUS1.4 Cultural diversity
Describes the cultural, linguistic and religious
practices of their family, their community and
other communities.
Activities
Indicators
Address each religion
CUS1.4
individually: Judaism,
begins to develop
Christianity, Islam,
background
Hinduism and Buddhism.
knowledge on
Use the Teachers notes
world religions
and background
information located at the
end of this unit. Read the
information to the class,
discuss and clarify the
different concepts of each
religion.
Use books suitable for
develops an
Stage 1 such as Our
understanding of
Culture: Jewish, Hindu
how other
etc, series and/or I am a
families religious
Jew, Buddhist etc, series
beliefs are
(both published by
included in their
Franklin Watts) available
family life
from the State Equity
Centre. These books look
at a family and their
religious practices. Read

Stage 2
CUS2.4 Cultural diversity
Describes different viewpoints, ways of living,
languages and belief systems in a variety of
communities.

Activities
Address each religion
individually: Judaism,
Christianity, Islam,
Hinduism and Buddhism.
Use the Teachers notes
and background
information located at the
end of this unit. Read the
information to the class,
discuss and clarify the
different concepts of each
religion.
During the discussion on
each religion refer to the
headings on the retrieval
chart. Make brainstorm
notes.
Use books suitable for
Stage 2 to further research
the aspects of each religion
listed on the retrieval chart.
The Beliefs and culture
series (published by

Indicators
CUS2.4
develops
background
knowledge on
world religions

identifies the
different tenets of
each of the world
religions

undertakes
research on each
world religions to
facilitate respect
and tolerance of
cultural

Stage 3
CUS3.3 Identities
Describes different cultural influences and their
contribution to Australian identities.
CUS3.4 Cultural diversity
Examines how cultures change through
interactions with other cultures and the
environment.
Activities
Indicators
Address each religion
CUS3.4
individually: Judaism,
enhances
Christianity, Islam,
background
Hinduism and Buddhism.
knowledge on
Use the Teachers notes
world religions
and background
information located at the
end of this unit. Read the
information to the class,
discuss and clarify the
different concepts of each
religion.
1. Students undertake
CUS3.3
research on features of
researches the
each of the world
features of world
religions in Australia.
religions in
Judaism: use the CDAustralia
ROM Sites and scenes
to further investigate
identifies the
the site, The Great
impact and
Synagogue > Experts >
influence of each
Historians.
of the worlds
Christianity: use
religions on

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HSIE STAGE 1, 2 & 3
March 2003
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NSW Department of Education and Training
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the text together and talk

about what is happening in
the pictures.
Students list what is the
same and different
between the family in the
book and students own
families. Choose a
students work to add to
the class retrieval chart.
Repeat for the other
religions. The best order in
which to study world
religions is Judaism,
Christianity, Islam,
Hinduism then Buddhism.

CUS1.3
compares family
lifestyle of own
family with other
culturally
different families

Franklin Watts) available

from the State Equity
Centre are suitable for this
activity.
Students discuss and
record brief points on each
of the retrieval chart
headings. Teacher selects
students work to add to
the retrieval chart.
Repeat for the other
religions. The best order in
which to study world
religions is Judaism,
Christianity, Islam,
Hinduism then Buddhism.

differences

information from an
Australian
encyclopaedia,
photocopy; students
read and discuss in
relation to personal
experience of
Christianity.
Islam: read the fact
sheet available at web
site (1) follow link to
Islam in Australia.
Discuss information:
are these facts
accurately portrayed in
the media?
Hinduism: (2) Use this
web site to investigate
Hinduism in Australia.
Buddhism: Use the
web site (3) to
investigate Buddhism
in Australia. Undertake
some of the student
activities and
investigate the links
included on this site.
Students record key points
on each religion in
Australia. Share personal
findings with class on each
religion. Teachers select

Australian society

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HSIE STAGE 1, 2 & 3
March 2003
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students work to include

in class retrieval chart.
2. On a world map(s) use
different colours or
codes to locate the
distribution of each
world religion. Rank or
graph the population
size of each religion.
(Use a simple
spreadsheet.) Refer to
Beliefs and culture
series (Franklin Watts)
for this information.
Add to class retrieval
chart.

CUS3.4
locates
distributions and
size of each world
religion

3. Use the information in

(2) to identify a country
to research how beliefs
are expressed in another
culture. Using the CDROM, Asia At a
Glance, choose from
China, India, Indonesia,
Japan, Korea, Malaya,
Philippines, Thailand or
Vietnam. Indonesia is a
good choice.
Information is available
on Hinduism,

researches the
religious
practices of
Indonesia or
another Asian
country

locates and
records
information on
the main religions
of Indonesia or
another Asian
country

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Buddhism, Islam and

Christianity in
Indonesia. Research
each of these religions
in Indonesia. Go to
Asia at a glance >
Indonesia > Reference
> access the Library of
Congress Country
Study URL link. Use
the information under
religions. The language
used in this text is quite
complex and will need
to be shared and
discussed with students.
Discuss and make brief
points on each religion
as it is expressed in
Indonesia. Points can
include: number of
followers, brief history,
how the different
religions relate to, or
affect each other, how
each religion is
expressed in
communities, etc.
Students visually present
the information they have
researched. Display all
students work and include

presents
completed
research to other
students

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March 2003
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a sample in the class

retrieval chart.
(1) http://www.dfat.gov.au/facts/
(2) http://www.hinducouncil.com.au/
(3) http://www.curriculum.edu.au/accessasia/thailand/lotus1.htm

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March 2003
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The effect of diversity on communities

In this section of the unit the syllabus content for each stage is quite different and there are no areas of common teaching. Where possible the teaching and
learning activities have been organised to allow each stage to work on research-based tasks in groups that enable teachers to work with one stage at a time
while the other stages are working independently on established activities. To ensure that each stage has suitable materials to work with a wide range of
resources has been used. Teachers will need to ensure that the resources have been sourced for these lessons.
Stage 1
Stage 2
Stage 3
CUS1.3 Identities
CUS2.3 Identities
CUS3.3 Identities
Identifies customs, practices, symbols, languages
Explains how shared customs, practices, symbols, Describes different cultural influences and their
and traditions of their family and other families.
languages and traditions in communities
contribution to Australian identities.
CUS1.4 Cultural diversity
contribute to Australian and community identities. CUS3.4 Cultural diversity
Describes the cultural, linguistic and religious
CUS2.4 Cultural diversity
Examines how cultures change through
practices of their family, their community and
Describes different viewpoints, ways of living,
interactions with other cultures and the
other communities.
languages and belief systems in a variety of
environment.
communities.
Activities
Indicators
Activities
Indicators
Activities
Indicators
Refer to Lesson plan 5 in
CUS1.3
In our increasingly diverse CUS2.4
Identify the main religions
CUS3.4
Treasures: Greetings are
identifies
society, attending a
examines the
of Japan (Buddhism and
examines the
among the rituals shared
wedding ceremony of
greetings and
cultural diversity Shinto, most Japanese
cultural diversity
by different communities,
another ethnic group is
practice both). Use the CDgestures which
of marriage
of Japan
page 26.
becoming more common.
ROM, Asia at a glance. Go
are shared by
customs
Collect images of different
to Japan, then Snapshots.
people in another Learning about and
examines the
types of greetings, e.g.
respecting the different
Select snapshots that
country, e.g.
effect of different
bow, handshake, kiss, hug,
customs associated with
illustrate aspects of
Korea, India,
religions on
rub noses, etc. Do any of
religious life in Japan.
Japan, Sri Lanka marriage is a step towards
Japanese culture
these greetings reflect the
racial tolerance.
Teacher models how to
religious background of
save the chosen snapshots
uses computer
people?
Depending on resources
into a folder. Model how to
technology to
In pairs, role-play different uses greetings
available and students
copy the saved snapshots
sort and store
greetings. Ask students
into a PowerPoint
and gestures from interests, other customs
research
how they think people
could be researched
presentation.
own community
information
would feel if they used a
instead. This could include:
Show the PowerPoint
and other
cultural greeting
birth, coming of age or
presentation to the class on
communities
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HSIE STAGE 1, 2 & 3
March 2003
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NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/

appropriate to people of
another culture. Discuss
pluses and minuses.
Go to Activity 1,
Greetings, gestures and
images, page 7 in Where
the sun rises, and refer to
the images in the student
magazines. This material
provides a case study of
greetings in Japan that
supports the teaching and
learning in the Treasures
lesson.

Following the viewing of

PowerPoint on Japan (from
Stage 3) go to Activity 5,
Festivals, page 27 in
Where the sun rises. This is
an example of a Shinto
festival. Undertake some of
the teaching and learning
activities on page 29.

communicates an
understanding of
how people in
another country
express their
culture by
mentioning some
customs,
practices and
traditions
identifies events
and activities
that are shared
by people in
Japan

funerals. These life events

have significance in all
cultures and religions.
Use a variety of library
books to read about the
different marriage customs
associated with each of the
world religions. Allocate
students a different religion
to research and present as a
poster. Information
researched could include:
Choosing and finding a
partner, before the
wedding, clothing worn,
colours and their
significance, the marriage
ceremony, wedding
attendants, rings, wedding
celebrations, after the
wedding.
There are many excellent
web sites that students can
use for this research. Use
search terms such as
Jewish weddings, Hindu
weddings, etc. rather than
just weddings. Sites can be
bookmarked for student use
or identifying suitable sites
could be set as a homework
task.

develops
knowledge and
understanding on
marriage
customs of a
world religion

researches
marriage
customs
associated with a
particular world
religion

uses web sites to

research
marriage
customs

life in Japan.
Discuss aspects of religion
in Japan that further
develops students
understandings of the
tenets of Buddhism.
Students now undertake
this same task, individually
or in pairs using Asia at a
glance. Students select one
of the other countries, e.g.
China, India, Indonesia,
Korea, Malaysia,
Philippines, Thailand or
Vietnam, on which to
develop their PowerPoint
presentation. Add
additional information
collected in the note
section using other
reference material found
during library lessons that
focuses specifically on the
tenets of the religion(s) in
that country. A research
contract can be developed
to guide this work. Include
a list of features to assist
students on differences
between countries, e.g. the
age of the country,

uses a range of
reference
material to
research aspects
of different
religions in an
Asian country

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HSIE STAGE 1, 2 & 3
March 2003
Page 15 of 16
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/

Students note relevant

information briefly and
include some illustrations.
Share completed work with
the rest of the class and
include in class retrieval
chart.
Teacher leads a class
discussion focusing on
what is the same and what
is different from weddings
students may have
attended.

presents research
information as a
poster
presents and
displays
completed work
discusses aspects
of marriage
customs that are
similar and
different in each
of the world
religions

differences in clothing,
style of buildings, the
importance of religion and
ceremonies or festivals etc.
Students also prepare some
oral points comparing the
features that are very
different in the country
researched to Australia.
Students show completed
presentations to the class
and discuss the main
differences between the
religions of the country
they have researched from
Australia in their
presentation.

develops and
presents oral
points comparing
the religious
features or an
Asian country to
Australia

presents and
displays
completed work

___________________________________________________________________________________________________________________________________________________________
HSIE STAGE 1, 2 & 3
March 2003
Page 16 of 16
NSW Department of Education and Training
Curriculum Directorate
http://www.curriculumsupport.nsw.edu.au/