What it is Picture book: <Whoever you are> by Mem Fox (Fox 2006)

Also youtube video:

https://www.youtube.com/watch?v=f0J6tKoT53Y
Focus(topic) relationships (RS)
Area in AC:
HPE

Location in Foundation
AC: HPE Strand: Personal, social and community health
Year level: Sub-strand: Communicating and interacting for health and wellbeing
Practise personal and social skills to interact positively with others (ACPPS004)

Year 1, 2
Strand: Personal, social and community health
Sub-strand: Communicating and interacting for health and wellbeing
Describe ways to include others to make them feel they belong (ACPPS019)

Sub-strand: Contributing to healthy and active communities

Recognise similarities and differences in individuals and groups, and explore how these are celebrated
and respected (ACPPS024)

General Capability:
• Literacy
• Personal and Social Capability
• Critical and creative thinking
• Ethical Understanding
• Intercultural Understanding
Early Years Outcome 1: Children have a strong sense of identity.
Framework Outcome 2: Children are connected with and contribute to their world.
Outcome 4: Children are confident and involved learners.
Outcome 5: Children are effective communicators.

Integration English: Literacy

Hass: Geography
Art: Visual Art

How the
resource 1. Read the story, use dialogic pedagogy to ask inquiry questions to engage and guide children’s
would be used thinking on the topic of diversity, and make a connection to their life experiences. Inquiry
questions like:
- what are the things that make you different and special?
- what are the things that make you feel happy/sad/excited/scared?
2. Use a social constructivist approach to involve students and maximise individual participation and
develop their interpersonal skills:
- Ask students to interview at least ten other students in the classroom and record their
similarities and differences (use a worksheet).
3. Introduce the word ‘diversity’, and use an inquiry-based teaching strategy to generate questions
that enable children’s critical thinking and higher-order thinking, for example:
- What are the things you thought you were different from someone but found out the same?
- What could we do to celebrate diversity?
4. Ask children to draw pictures that reflect on the diversity of their communities.
Why it is • Relate children from different cultural backgrounds to feel a sense of belonging.
beneficial • Give children an open and respectful start to express their curiosity about cultural differences.
• Build up children’s cultural awareness and understanding of the diverse socio-cultural community
they live in to build community connections.
• Inclusive to all children.
Limits, • Children in foundation year can use drawing instead of writing to record information.
considerations • Provide sufficient time for the interview session, allowing MIP and insightful conversation.
• Pay attention to the discussion of culturally sensitive issues.
• Create a positive and respectful learning environment that allows children to discuss their
differences to achieve greater inclusion.