What does it mean to be Australian? What do people from other countries think of Australia? Would they enjoy visiting Australia? Why? Why not?
In this unit of work students begin to analyse how cultures and values differ and why. They look at aspects of Australia which could interest people from other countries, and start to discover the world’s many varied cultures, and how much there is potentially to understand and learn. In this unit the students’ deeper investigation focuses on Japan.
Students research and compare Japanese and Australian culture, and analyse what tourist attractions and destinations may appeal to a Japanese student. They create 2 appropriate itineraries and justify the choices made in their creation. Teachers encourage students to revisit the Curriculum Framing Questions throughout the unit to guide research and discussion, and to sustain the purpose of the activities.
View how assessment is used in this unit plan. These assessments help students and teachers set understandable goals, monitor student progress, provide feedback, assess thinking, performance and products and reflect on learning throughout the activities.
Students’ Prior Knowledge
Teachers’ Professional Learning
Self Paced Learning
Provide Microsoft PowerPoints* and a student checklist for students to be able to pace their own learning
Introducing the Unit
Teachers use the curriculum framing questions to encourage students to explore their identity. Teachers identify learning activities to help students understand the Australian culture for example:
In collaboration with the LOTE (Language Other Than English) teacher at your school, identify learning activities to help students understand the Japanese culture and identity for example:
Begin by asking the students “What do we know about the Japanese culture?”
Students revisit both blogs and consider the similarities and differences between the daily life of a Japanese student and their own, and why Japanese children may find certain aspects of our culture and lifestyle interesting. The teacher leads discussions on the comparison of Australian and Japanese cultures through the students:
Students research tourist attractions and destinations in Australia.
Teacher prepares support materials (PPT 549KB) to scaffold student research.
Students investigate popular tourist attractions by:
Students investigate popular tourist destinations by:
Students compile a local and national itinerary for people travelling from Japan to Australia.
Students participate in the following learning activities.
Students revisit and use persuasive writing genres to compare their local and national itineraries and make a recommendation giving a brief justification in terms of what they were designed to achieve. Students use the research and thinking they have done throughout the unit to justify why they developed their particular local and national itineraries for their Japanese exchange student, and what influenced their choices.class=bodytext>
Students will evaluate the Rich Task using a PMI.
Students celebrate their learning by inviting parents and the school community to a Travel Expo.
Students with special needs
English as a second language (ESL) students
Shannon Bryant and Kate Jones participated in the Intel Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.
© The State of Queensland (Department of Education and the Arts) 2006.
* Other names and brands may be claimed as the property of others.