LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
FRIENDSHIP AND RESPECT ACROSS DIFFERENT CULTURES
LOWER PRIMARY
1. What does ‘welcome’ mean?
Help students understand and express the meaning of ‘welcome’ through discussion, movement, and creative expression.
Discussion
• Write the word ‘welcome’ on the board.
• Ask: What do you think ‘welcome’ means?
• Show picture cards of welcoming actions. Ask: Which of these actions show welcome? Why?
• Introduce a simple definition: ‘Welcome means making someone feel included and happy to be here.’
Act it out
• Have students practise welcoming each other with different actions: waving, smiling, saying ‘hello,’ and inviting a friend to play.
• Role-play a scenario: One child pretends to be new to the class, and others find ways to make them feel welcome.
Creative expression
• Give each child a piece of construction paper.
• Ask them to draw a picture of a time they welcomed someone or were welcomed by others.
• Write or dictate a short sentence: ‘I feel welcome when . . .’
Reflection
• Gather in a circle and have students share their drawings.
• Reinforce: ‘Welcoming others makes them feel happy and included, just as Jesus welcomed everyone.’
2. Read
Read All Are Welcome by Alexandra Penfold to the class.
All Are Welcome is a heartwarming picture book authored by Alexandra Penfold and illustrated by Suzanne Kaufman. It portrays a diverse group of children experiencing a day at school where inclusivity and acceptance are at the forefront. There are further books in the series, including titles like Big Feelings and All Are Neighbours, which continue to celebrate community and inclusivity.
• Watch: All Are Welcome – Read Aloud Picture Book | Brightly Storytime
• Discuss: What do you notice about the children in the book? How do they show kindness and respect?
• Ask: How do we make friends, even when someone is different from us?
• Have students draw a picture of themselves welcoming a new friend.
3. Vocabulary development
• Play a matching game, pairing the words with their pictures.
• Welcome and friendship cloze activity: Read the sentences and fill in the missing words using the word bank. Use the pictures and gestures to help you.
Word bank: friendship, respect, kindness, welcome, different, same.
We ______ new friends with a smile and a kind word.
Showing ______ means treating others the way we want to be treated.
Even if we are ______, we can still be friends.
We also have things that are the ______, like loving to play and laugh.
______ means helping, sharing, and being gentle with others.
Good ______ means playing together and caring for each other.
• Extension: Students who can write a sentence choose a word and use it in their own sentence.
4. Scripture exploration (NRSV)
Read: Mark 12:31: ‘You shall love your neighbour as yourself.’
Discuss: What does it mean to love and respect others, even if they are different from us?
Sentence starters:
• I can show love to my neighbour by ______.
• Even if someone is different from me, I can still ______.
• Jesus wants us to treat others with ______ because ______.
• When I am kind to others, it makes them feel ______.
• I feel welcome when ______, so I can help others feel welcome by ______.
• Loving my neighbour means ______, just like Jesus taught us.
5. Jesus welcomes the little children
Read: Mark 10:13-16 to the class.
Word bank: Jesus, children, loved, hands, welcomed, blessed.
People brought little ______ to see Jesus.
The disciples tried to stop them, but ______ said, ‘Let the children come to me.’
Jesus ______ them and showed them kindness.
He placed his ______ on them and ______ them.
Jesus teaches us to make others feel ______ and loved.
6. Jesus’ welcome mural’
Create a collaborative mural to show how Jesus welcomes everyone.
Materials
• Large paper or bulletin board
• Markers, crayons, or paint
• Cut-out shapes of children (or drawn by students)
Discussion: Show an image of Jesus welcoming the children (Mark 10:13-16). Ask: How do you think the children felt when Jesus welcomed them?
Creative expression: Each student decorates a cut-out child figure to represent themselves. Around Jesus (drawn or printed), they place their figures to show Jesus welcoming them.
Reflection: Gather around the mural and discuss:
• How does Jesus welcome everyone?
• How can we welcome others like Jesus?
7. Create a friendship chain
Each child decorates a paper strip with a drawing of a friend and a word about kindness. Link them together.
8. Welcome video message
Students use a video recording app (eg, iPad camera, or a simple voice recorder with images) to create a short ‘Welcome message’ for a new friend from a different background.
Steps
• Brainstorm: As a class, discuss how we make others feel welcome (eg, smiling, playing together, using kind words).
• Plan: Each student thinks of one way they can welcome someone different from them.
• Record: Students record a short message (eg, ‘Hi! My name is ____. I welcome new friends by ____.’).
• Share and discuss: Play the messages for the class and discuss – ‘How do these messages help others feel included?’
PRACTISING BUILDING BRIDGES OF FRIENDSHIP
UPPER PRIMARY
1. Read
Read The Boy Who Tried to Shrink His Name, a book by Sandhya Parappukkaran
Watch a read aloud from ABC Education here.
Answer the following questions:
• What is the main challenge that the boy in the story faces?
• Why does the boy want to shrink his name?
• How does the boy feel about his name at the beginning of the story?
• What role do his family and friends play in helping him accept his name?
• What lesson does the boy learn by the end of the story?
• How do the illustrations help you understand the boy’s feelings about his name?
• How does the boy’s name reflect his identity and culture?
• Can you think of a time when you were embarrassed about something about yourself, like the boy was about his name? How did you handle it?
• What do you think the author is trying to teach readers about accepting themselves?
• How does the boy’s attitude towards his name change in the story? Why do you think this happens?
2. Brainstorm
Create a class mind map with the words friendship, respect, differences, similarities.
Here are some questions that would prompt students to think of ideas to add to the mind map with the words friendship, respect, differences and similarities:
For friendship:
• What qualities make someone a good friend?
• How do friends help each other?
• What are some things friends can do together to strengthen their relationship?
• How does technology (social media, texting, etc) affect friendships today?
• What are some ways people from different backgrounds can become friends?
For respect:
• What does it mean to respect someone?
• How can showing respect make people feel valued?
• What are some actions that show respect to others?
• Can we show respect even if we don’t agree with someone? How?
• What role does listening play in showing respect?
For differences:
• What are some differences you notice between people (eg, appearance, culture, interests)?
• How can differences be positive in a friendship or group?
• What happens when we focus on differences instead of similarities?
• Why is it important to accept and celebrate differences in others?
• How can people learn from each other’s differences?
For similarities:
• What are some things that people have in common, even if they come from different backgrounds?
• How do similarities help people connect with each other?
• Can you think of a time when focusing on similarities helped you make a new friend?
• What are some shared experiences that bring people together?
• How do similarities help us work together in groups or teams?
4. Scripture exploration (NRSV)
Verse: ‘You shall love your neighbour as yourself.’ (Mark 12:31)
Discussion questions:
• What does ‘love your neighbour’ mean?
• How can we show love to someone from a different culture or religion?
• How does this connect to Jesus welcoming others?
Activity: Students write one way they can love their neighbour and add it to a classroom ‘Respect wall.’
5. Jesus heals a gentile woman’s daughter (Matthew 15:21-28)
Tell the story of a Canaanite woman who came to Jesus, asking for help because her daughter was possessed by a demon. At first, Jesus didn’t answer her, and his disciples urged him to send her away. Jesus tested her faith by saying that he was sent only to the people of Israel. However, the woman persisted, humbly saying that even dogs eat the crumbs from their master’s table. Moved by her faith, Jesus granted her request and healed her daughter.
Group reflection:
• Why did Jesus initially seem to resist helping the woman?
• What does this story teach us about persistence and faith?
• How did the woman’s response demonstrate respect and humility?
• How can we show respect for others who might be different from us, even when they seem far from us in faith or culture?
• What can we learn about Jesus’ willingness to help people, regardless of their background?
This example emphasises persistence, humility, and Jesus’ openness to those outside the Jewish community, showing respect for others’ faith and dignity.
6. Role-playing scenarios
In small groups, students will act out scenarios where they meet someone from a different background (eg, a new student at school). The goal is to portray respectful, empathetic and positive interactions that foster inclusion and understanding. Be mindful of cultural differences and avoid stereotypes.
This activity encourages students to think critically about their actions and words, ensuring they create respectful representations of people from different backgrounds while fostering empathy and inclusion. However, it must be carefully scaffolded and students need to be aware of clear expectations for behaviour.
Guidelines for role-playing:
• Focus on respect: Show how to make someone feel welcome and valued, no matter their background or appearance.
• Avoid stereotypes: Do not make assumptions about people based on their race, ethnicity, or appearance. Think about how everyone, regardless of background, can have unique and individual qualities.
• Use kind language: Ensure the language you use is respectful and inclusive. Avoid using terms that could be hurtful or discriminatory.
• Empathy: Consider how it feels to be new or different. Make sure your role-play reflects kindness and understanding.
• Positive representation: Your goal is to create an interaction that reflects positive cultural exchange, where both parties learn from each other and build a respectful connection.
Debrief:
After each group performs their role-play, guide the debrief with the following questions:
• What actions showed respect in the interaction?
(Encourage students to reflect on non-verbal communication, such as smiling, introducing themselves, or offering help.)
• How did the role-play demonstrate understanding and empathy?
(Ask students to think about how they can be supportive and kind in real-life situations.)
• How did it feel to welcome someone new?
(Prompt students to reflect on the importance of making others feel included and accepted.)
• How did you avoid making assumptions about the new person based on stereotypes or misconceptions?
(This helps students reflect on being mindful of cultural sensitivities and treating people as individuals.)
ICT option:
Students can record short role-play videos or create comic strips using an online tool like Pixton or Canva.
As they do this, encourage them to portray the characters in a respectful, non-stereotypical manner, ensuring the interactions emphasise respect, kindness, and open-mindedness.
7. Bridge of friendship’ collaborative art project
Each student draws two hands reaching toward each other.
On one hand: Write something about themselves.
On the other hand: Write one thing they appreciate about people from different backgrounds.
Display the hands as a ‘Bridge of friendship’ in the classroom.
INTERFAITH ENCOUNTERS
LOWER SECONDARY
1. Exploring our own faiths and perspectives
Introduce students to the concept of interfaith dialogue and help them understand their own faith’s practices and values.
Instructions:
• Ask students to think about their own religious practices and values.
• Have them write or share with a partner one important practice in their religion and how it makes them feel connected to others.
Discuss: How do these practices create a sense of community and identity?
2. Pre-reading vocabulary development
Prepare students for the reading and help them understand key terms.
Terms:
• Interfaith dialogue: Conversations between people of different religious faiths aimed at mutual understanding.
• Stereotyping: Making assumptions about someone based on their group membership, like religion or culture.
• Empathy: The ability to understand and share the feelings of another.
• Cultural diversity: The presence of multiple cultural groups within a society.
• Sacred: Regarded as holy or deserving of reverence.
Activity:
Present each term to the class.
Ask students to write a sentence using each word to demonstrate understanding.
Review the sentences as a class.
3. Read
Read ‘Building bridges through interfaith encounters’ by Sophie McMahon. She writes that Catholic Mission’s Interfaith Encounters program exposes students to a variety of faiths and cultural backgrounds.
Preview the article
• Show students the title of the article: Building bridges through interfaith encounters.
• Briefly introduce the focus of the article: the Catholic Mission’s Interfaith Encounters program that brings together students from different faiths to promote understanding and peace.
During reading
• Read the article aloud to the class, breaking it into manageable sections (eg, one paragraph or key point at a time).
• After each section, pause and ask students for their reactions or to summarise what they just heard. This will help them stay engaged and process the information.
Interactive reading:
• As you read, ask students to highlight or jot down key ideas, phrases, or moments that stand out to them.
• Encourage them to make notes about any personal connections they feel to the material or any questions that arise.
Think-aloud:
• Model critical thinking by pausing at certain points and sharing your thoughts aloud. For example, after reading about the role plays or visiting each other’s places of worship, share a reflection like, ‘I can imagine how visiting a mosque for the first time might challenge someone’s assumptions. What do you think it might feel like?’
• Invite students to share their thoughts as well.
Post-reading
• Lead a class discussion using the comprehension questions. Focus on understanding the significance of the program, the students’ experiences, and the broader importance of interfaith dialogue.
• Allow students to share their responses to the article and make connections to their own lives and beliefs.
Reading comprehension questions:
• What is the purpose of the Interfaith Encounters program?
• How did the students from different faith backgrounds interact with one another during the program?
• What role did visiting each other’s places of worship play in building understanding?
• Why was the program considered valuable for students who had only attended Catholic schools?
• What did Pope John XXIII say about the importance of interfaith dialogue?
Reflective questions
• Ask students to reflect on the statement: ‘We went into it with no expectations, but throughout the experience, we realised we have a lot in common.’
• Have students discuss why understanding differences doesn’t mean they have to divide people but can bring them closer.
Connect to scripture and Jesus’ example
• Transition into discussing the scripture reading and how Jesus’ teachings about unity relate to the themes of the article.
• Encourage students to think about how they can embody Jesus’ example of dialogue and understanding with others.
4. Scripture exploration
Connect the article’s message with scripture that promotes unity and understanding.
Scripture: John 17:20-23 (NRSV) – Jesus prays for the unity of all believers.
Read the scripture together.
Reading comprehension questions:
• What is Jesus asking for in his prayer?
• How does Jesus describe his relationship with the Father and his followers?
• Why is it important for Jesus’ followers to be united?
• What does Jesus mean when He says that unity will help others believe in him?
• What happens when Jesus shares his glory with his followers?
• What does it mean that God loves his followers as much as he loves Jesus?
• How does the relationship between Jesus, the Father, and believers help spread Jesus’ message?
• How can we bring unity and love into our own lives today?
Discuss: How does this passage speak to the value of unity across different groups?
How can this passage apply to the idea of building bridges between different faiths as seen in the Interfaith Encounters program?
5. Comparing Jesus’ interactions with different backgrounds
Students will compare and contrast how Jesus interacted with the Samaritan woman at the well (John 4:7-26) and the Roman centurion (Matthew 8:5-13), using a Venn diagram to organise their findings. They will then reflect on how Jesus’ example of love and inclusivity can be applied in today’s world.
Materials:
• Bibles or printed copies of John 4:7-26 and Matthew 8:5-13
• Large paper or digital tools (eg, Google Drawings, Word) to create a Venn diagram
• Markers or pens
• Evidence collection worksheet (to record quotes or observations from the passages)
Introduce the activity:
• Begin by introducing the two Bible passages:
• John 4:7-26: Jesus’ encounter with the Samaritan woman at the well.
• Matthew 8:5-13: Jesus’ interaction with the Roman centurion.
• Explain that both stories show how Jesus reached out to people from different cultural and religious backgrounds, demonstrating love and inclusivity.
Group formation: Divide the class into small groups (3-4 students per group). Provide each group with a copy of John 4:7-26 and Matthew 8:5-13.
Evidence collection: Have each group read both passages aloud. As they read, students should focus on the following:
• How does Jesus interact with people from different backgrounds?
• What lessons can we learn from Jesus’ example of love and understanding towards others?
• Students should record quotes or key phrases from each passage on the evidence collection worksheet.
Create the Venn diagram: After collecting evidence, each group will create a Venn diagram on large paper or digitally. The Venn diagram will have two overlapping circles:
• Left circle: ‘Samaritan woman (John 4:7-26)’
• Right circle: ‘Roman centurion (Matthew 8:5-13)’
• Middle (overlap): Common themes from both stories.
In the left circle, students should write unique aspects of how Jesus interacted with the Samaritan woman. In the right circle, write unique aspects of how Jesus interacted with the Roman centurion. In the overlap in the middle, students should write down the common lessons and themes from both interactions (eg, Jesus’ love for all people, breaking cultural barriers).
Group discussion and reflection:
After creating the Venn diagram, each group will discuss:
• What similarities do we see in how Jesus treated these two people, despite their different backgrounds?
• What were the challenges Jesus faced in interacting with these individuals, and how did he respond with love and understanding?
• How can we apply Jesus’ example of inclusivity, love, and understanding in our own lives today?
Class reflection:
Have each group present their Venn diagram to the class. Ask them to explain their reasoning for the similarities and differences they noted between the two stories.
Lead a class discussion about how Jesus’ example can be applied in today’s world. Some guiding questions for the class:
• How can we break down barriers between people of different faiths or backgrounds in our own communities?
• How can we show love and understanding to people who are different from us?
• What is the role of empathy and respect in fostering relationships across cultural and religious divides?
Extension (optional): Ask students to write a short reflection on how they can personally foster understanding and inclusivity in their daily interactions, using Jesus’ example as their guide.
Students can also think of a modern-day scenario where Jesus’ example could be applied (eg, in school, with friends, or in the community).
A JOURNEY THROUGH FAITH AND CULTURE
UPPER SECONDARY
1. Introduction to the topic
Start by asking students what they understand by the term multiculturalism.
Discuss the importance of learning about and respecting different cultures, religions, and traditions, especially in a diverse society like Australia.
Watch: Australian Journey Episode 05: Multicultural Mosaic from the National Museum of Australia
Present the idea of interfaith dialogue and how it can promote peace and understanding across different communities.
Discussion prompt: ‘What are some of the challenges you think people face when trying to understand or interact with someone from a different faith or culture?’
Write responses on the board to guide the discussion and set the context for the lesson.
2. Pre-reading vocabulary – think-pair-share
Introduce key terms from the article to help students understand the content. Students use a reputable dictionary to find the words and then use them in sentences. After they are finished, they use the words in a sentence. They can then compare their answers with a partner and refine them. Students can then volunteer to share answers with the class.
• Multiculturalism
• Interfaith dialogue
• Iftar
• Ramadan
• Wudu (ritual purity)
• Cultural immersion
3. Read
Read ‘A Journey Through Faith and Culture’ by Skye Eshman. As students explore the importance of multiculturalism, it helps to have experiences that bring the lessons they learn to life.
Have students read the article individually or in small groups.
Comprehension questions:
• What was the purpose of the students’ visit to Auburn during Ramadan?
• What are some of the cultural practices that the St John Bosco College students experienced during their excursion?
• How did the excursion contribute to students’ understanding of Islam?
• What role did food play in the cultural experience for the students?
• What is the significance of the iftar meal in Ramadan, and how did it promote interfaith understanding?
• How did the visit to the Auburn Gallipoli Mosque deepen the students’ knowledge of Islamic traditions?
• Why do you think cultural immersion is important in understanding religious practices and beliefs?
4. Creating a T-chart on multiculturalism and interfaith dialogue
Students will compare their own experiences with the article’s depiction of multiculturalism and interfaith dialogue, reflecting on how they can apply these lessons in their own lives.
Instructions: Create a T-chart on large paper or digital tools (eg, Google Docs):
• Left column: What I already know or have experienced about multiculturalism and interfaith dialogue.
• Right column: What I learned from the article about Islam and interfaith dialogue.
Ask students to fill in the T-chart based on their previous knowledge and what they learned from the article.
Encourage students to think critically about the significance of respect and understanding in fostering multiculturalism and interfaith dialogue.
Group discussion: Once students have completed the T-chart, break them into small groups to share their reflections. Encourage them to discuss how the experience of meeting people from different faiths could impact their own perspective on religious tolerance and inclusivity.
5. Scripture exploration
John 13:34-35 (NRSV): ‘I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another. By this everyone will know that you are my disciples, if you have love for one another.’
Discussion:
• How does this passage connect to the article’s emphasis on interfaith dialogue and religious tolerance?
• In what ways can this Scripture guide how we interact with others from different faiths and cultures?
6. Example of Jesus in action
Reflection on Jesus’ interactions:
Jesus regularly engaged with people from different backgrounds and cultures, like the Samaritan woman at the well (John 4:7-26) and the Roman centurion (Matthew 8:5-13).
Reflect on how Jesus’ example of loving others, regardless of their faith or background, aligns with the students’ experiences and lessons from the article.
Task: Have students write a short reflection (200-300 words) on how they can apply Jesus’ example of love and acceptance in their own interactions with people from different backgrounds or faiths.
7. Debate on religious tolerance
Topic for debate: ‘Religious tolerance and interfaith dialogue are essential for a peaceful society.’
• Split the class into two teams.
• Assign students roles to either support or oppose the statement.
• After the debate, have students reflect on the importance of religious tolerance in light of what they learned about multiculturalism and the example of Jesus.
8. Creating an action plan
Ask students to create a personal action plan for promoting interfaith understanding in their school or community.
The plan could include actions like attending interfaith events, engaging in conversations with peers of different faiths, or reading more about world religions.
Have students share their plans with the class and discuss how these actions can foster respect and unity in a multicultural society.
Extension (optional): Organise an interfaith event at school where students can invite members from different faith communities to share their experiences, like the iftar meal shared by students in the article.