Country/Place
Mohammed’s story presents an opportunity to explore how different cultural groups maintain meaningful connections to place. Teachers can invite students to reflect on how community spaces—such as mosques, parks, and neighbourhoods—serve as sites of belonging and cultural identity, similar to First Nations connections to Country.

Culture
Encourage comparisons between Mohammed’s family traditions and First Nations expressions of culture, focusing on storytelling, family rituals, and shared celebrations. This fosters a respectful recognition of cultural strength and diversity across communities.

People
Facilitate discussions around cultural leadership and lived experience. Highlight the importance of Elders in First Nations cultures and draw parallels with intergenerational wisdom in Mohammed’s community. Link to themes of inclusion and mutual respect across cultures.

Asia and its Diversity
Mohammed’s experience as a Muslim boy navigating Australian life opens pathways to explore Asian cultural diversity. Episodes featuring Ramadan, Family Dinner, and Cricket help illustrate personal traditions within broader Asian-Australian identity.

Achievements and Contributions of Asian Peoples
Use Mohammed’s fascination with sport and science to discuss how Asian cultures have contributed to Australian life. Connect learning to examples from broader society, highlighting achievements in areas like education, innovation, and community leadership.

How do culture and community help us feel like we belong?
Explore this question by drawing on examples from both Mohammed’s story and First Nations perspectives. Consider places, people, and traditions that support identity and connection.

Optional follow-up:

What do respect and inclusion look like in different cultural settings?
Encourage students to share personal insights and learn from one another’s experiences.

Suggested Reflection Progression Across Weeks

Week 1–2: “How do places help us feel safe and seen?”

Week 3–4: “How do stories and celebrations help us belong?”

Week 5–6: “How can we learn from Elders and leaders across cultures?”

Week 7–8: “What makes a diverse community strong?”

Each phase blends Inquiry pedagogy with values-driven provocations, which can be added to the Curriculum links, within the Teachers Guide.

Tuning In: Begin the inquiry by cultivating curiosity and a sense of personal connection. Invite students to watch selected clips from Mohammed’s episode, such as moments during Ramadan, the family dinner, and his cricket game. Encourage students to share stories of belonging and celebration from their own lives. As a class, create a “Culture Collage” filled with images, drawings, and words that reflect places, people, and traditions that matter to them. This phase invites reflection on questions like: What do I already know about cultural identity? What makes me feel like I belong? What am I curious about in Mohammed’s story?

Finding Out: This phase builds understanding through exploration and research. Students investigate First Nations connections to Country and Eldership, and dive into Muslim traditions and Asian-Australian contributions. Use a variety of sources, including texts, interviews, visual media, and student-led inquiries, to gather diverse perspectives. Frame the investigation with prompts such as: What can I learn from different cultural perspectives? Where do I see similarities and differences? How do places and traditions shape identity?

Sorting Out: Help students organise and interpret their learning by visually and verbally sorting ideas. They might create Venn diagrams comparing NAIDOC and Eid celebrations, or group quotes and images into the themes of Place, Culture, and People. Journaling and guided discussion will support deeper reflection. Encourage students to consider: What patterns am I noticing? What ideas are standing out? What questions do I still have?

Going Further: Extend the inquiry by connecting it to broader contexts and personal relevance. Students can research Asian-Australian role models in areas like sport or science and explore migration stories within their local community. Guest speakers or virtual cultural tours can add texture and authenticity. Use this phase to prompt deeper thinking: What more do I want to know? How do these stories connect to my own? What voices are missing from the conversation?

Making Conclusions: Guide students to synthesise their insights and express their learning creatively. This could take the form of a digital story, visual presentation, or a reflective piece titled “Culture and Community in My Life.” Sharing work in a class circle or exhibition allows for peer learning and pride in growth. Encourage reflection on questions like: What have I learned about belonging and respect? How have my ideas changed? What do I feel proud of?

Taking Action: Invite students to apply their learning in real-world and school-based contexts. They might design a class celebration that honours multiple cultures, create inclusive posters or podcasts, or plan a community connection project that fosters belonging. Key questions here include: How can I use what I’ve learned to make a difference? What actions show respect across cultures? How will my learning impact others?