Post-War Cultural Patchwork

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Unit Overview: "Exploring Australian History"

Lesson 10 of 15
Topic: Post-War Immigration and Multiculturalism
Duration: 30 minutes
Year Levels: Mixed Years 2–4 (Working at Foundation / Year 1 level)
Class Size: 7 students
Teacher Context: Autism-specific school; highly hands-on and sensory-based teaching; uses “I do, we do, you do” model.

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Curriculum Links

Australian Curriculum: Humanities and Social Sciences (HASS)
Foundation – Year 2 Outcomes addressed (adapted to Year 2–4 students working at F/1 level):

• Knowledge and Understanding — History

  • ACHASSK012: How stories of families and the past can be communicated and shared.
  • ACHASSK050: The impact of changing technology and significant post-war events including migration.
  • ACHASSK066: The stories of people and groups who have migrated to Australia and their contributions.

• General Capabilities:

  • Intercultural Understanding
  • Personal and Social Capability
  • Critical and Creative Thinking

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Learning Intention

"We are learning about how people from all around the world came to live in Australia after the war, and how this made Australia a colourful, multicultural country."

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Success Criteria

Support Level	I can...
High Support	Name at least one country people migrated from and choose a picture/symbol that represents that culture.
Moderate Support	Identify a country or cultural group that came to Australia after the war and describe one thing they brought (e.g., food, music, clothing).
Mild Support	Explain how people from other countries helped make Australia a more multicultural place using words, art or movement.

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Materials Needed

• Printed laminated photos of people, flags, traditional food, music notes, clothing icons (Velcro backed for easy handling)
• Large multicultural mural mat (butcher's paper or felt) divided into square “culture patches”
• Real-life artifacts (e.g., chopsticks, toy boomerangs, play food from different countries, mini drums)
• Soft floor seating/cushions
• Sound clips of cultural music (short 10-second clips)
• “Cultural Contribution Cards” with visual supports
• “My Culture Patch” individual card templates
• Glue sticks, crayons, safe scissors

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Lesson Breakdown

1. Warm-Up (5 minutes)

Let’s Explore Together
Setting: Circle on the floor cushions

• Begin with a photo show-and-tell. Hold up laminated images of families from different countries (post-WWII migrants to Australia: Italy, Greece, Vietnam, UK, Lebanon, etc.)

• Use simple narrative:

  “This is Maria. Her family moved to Australia from Italy after a big war. They brought yummy food and love for family.”

• Prompt with gestures and objects. For example, hand around a plastic plate of "pretend pasta" while discussing Italian culture.

• Play a 10-second audio of a Greek or Vietnamese folk song and have students mimic the movement or clapping!

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2. I Do, We Do, You Do (20 minutes total)

I Do (5 minutes)

• Demonstrate making a Culture Patch for the Mural:

  • “I’m going to make a patch for Vietnam. I choose a picture of rice paper rolls, and I draw a smiling face next to it because I love food my friends share with me.”

• Use the pre-printed patch template and physically add it to the class mural.

We Do (8 minutes)

• Invite students to take turns helping to make a patch together.

  • Allow high support students to pick from Velcro-backed icon cards (e.g., Italian flag + spaghetti plate).
  • Moderate/mild support students can label their patches with teacher-scribed words or trace the word “Greece,” “Food,” “Happy,” etc.

• Use Call and Response:

  Teacher: “People moved to Australia from many…?”
  Students: "Countries!"
  Teacher: “They brought with them fun things like…”
  Students: "Music!" "Food!" "Clothes!"

You Do (7 minutes)

• Each student creates their own Culture Patch using provided icons, drawings, and pre-scribed labels.
• Add each finished patch to the collective mural.
• Prompt conversations using encouraging scripts:

  “Tell me about your patch!”
  “What food did your person bring to Australia?”
  “How do you think it helped make Australia exciting?”

Differentiation Tip:
Provide hand-over-hand assistance for high support students and auditory descriptive models for language.

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3. Reflection & Mural Celebration (5 minutes)

• Regroup around the finished mural. Discuss:

  “Look how many beautiful things we added! This shows how all the people made Australia bright and multicultural.”

• Give full-body movement options:

  • “If you added music to your patch, stand up and do a happy dance!”
  • “If you added food, pretend to eat something yummy!”

• Take a class mural photo (if permitted) to display in the classroom as the enduring artefact of learning.

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Assessment for Learning (Anecdotal Notes)

During the activity, observe and record:

• Student engagement and autonomy in selecting or creating their culture patch.
• Ability to recall one culture or contribution.
• Use of symbols, gesture, or words to explain cultural aspects.
• Peer interaction or responses during shared tasks.

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Adjustments & Support Strategies

Student Needs	Differentiated Supports
Non-verbal Students	Use AAC device or laminated choice cards with PECS-style visuals.
High Sensory Needs	Allow for seating choice, tactile elements in mural (textures/felt). Provide noise-cancelling options.
Fine Motor Challenges	Pre-cut visuals, hand-over-hand support, or sticker alternatives.
Visual Learners	Highly visual instructions and first/then boards to scaffold the "I do / we do / you do" process.

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Extension Activities (Optional)

• Set up a “Multicultural Home Kitchen” in dramatic play corner with pretend food, costumes and flags.
• Create a short picture book next week: “Our Patchwork Australia” using photographic records of mural patches.

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Teacher Reflection Prompt

Did students show emerging understanding of diversity through art and conversation?
Which part of the ‘I do–we do–you do’ model was most engaging for high support learners?

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Display Suggestion

Title the mural: "Our Patchwork Australia"
Hang at child-eye level in the classroom with name labels under each square made by students.

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👏 This hands-on floor-based collaborative art lesson brings Australian post-war immigration to life in a meaningful and sensory way for diverse learners. It celebrates inclusion, communication, and cultural appreciation while aligning with curriculum outcomes — all from the heart of your classroom.