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• VCICCD015

  Identify the challenges and benefits of living and working in a culturally diverse society

  Elaborations

  • asking students to imagine themselves in the future or in another country and provide a range of prompts for them to address, such as ‘What does society look like?’, ‘How important is it that society is inclusive?’ or ‘If you could live in another country, where would you go and why?’ and ‘What skills might you need?’
  • identifying attributes that help people forge positive intercultural relationships, such as curiosity, sensitivity, empathy and kindness
  • holding a student-led discussion or role-play about the social challenges that arise from cultural diversity, for example, how people from different backgrounds with different levels of attainment in English experience contemporary Australian society, such as at the local supermarket, when applying for a job, or watching the news
  • creating a portfolio that identifies the characteristics of a ‘monocultural’ society and those of a ‘multicultural’ society , and using reflective prompts to challenge students assumptions, such as by identifying various sub-cultures within each type of society
  • prompting students to identify the criteria they would use to help decide where to live if they were migrating to another country, and extend advanced students by introducing challenges into the scenario, such as linguistic or economic restrictions

  VCICCD015 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCICCD019

  Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world

  Elaborations

  • creating a portfolio of job advertisements that seek to recruit candidates that can speak a second language or for overseas positions, for example, from the Australian Volunteers for International Development website, and prompt students to identify complementary intercultural skills necessary for these roles
  • evaluating how cross-cultural or intercultural events may help to foster inclusiveness or contribute to division, for example, meetings of the United Nations, international sporting events or trade deals, and relationships between developed and developing nations
  • holding a student-led discussion exploring a complex intercultural topic, such as food security or an international diplomatic issue, and identify the key issues or events and the people and perspectives involved
  • comparing or tracking changing information on the Australian Government’s Smart Traveller website in response to a significant real-time event, such as the Zika virus outbreak or a volcanic eruption
  • exploring the aims of UNESCO, and investigate and discuss the notion of World Heritage Sites, such as the criteria used to confer the status

  VCICCD019 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCICCD012

  Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

  Elaborations

  • examining laws that help to ensure that cultural difference is not a barrier to inclusion in society, for example, the Racial Discrimination Act 1975
  • discussing ways in which the school incorporates multicultural, anti-racism, and human rights perspectives into school practices, for example through inclusive classroom practices
  • exploring ways that people can gain a deeper knowledge and understanding of other cultural customs, for example, through historical sources, language learning, travelling abroad, art works or music
  • using a peer-to-peer interview to explore student understandings about how cultural institutions, such as museums or galleries, present different cultural perspectives
  • providing opportunities for students to explore and reflect on their learning about different cultural groups through journal prompts, such as ‘One interesting thing I now know is that…’ and ‘I am still curious about…’ and ‘One way I could satisfy my curiosity would be to…’

  VCICCD012 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• VCICCB006

  Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures

  Elaborations

  • examining the similarities and differences between their cultural practices and those of young people in a place outside Australia and discussing what it would be like to live in these places
  • asking students to describe an intercultural experience or event and prompting students to explore an intercultural experience or event from different perspectives
  • questioning students about their experience in a role-play, modelled or real-life situation which included an intercultural experience: were they excited, challenged, comfortable, curious?
  • exploring the different meanings of the national anthem, Waltzing Matilda and I am Australian or comparing the meanings associated with a range of national anthems from different countries
  • comparing different cultural norms that demonstrate respect, such as when using public transport, at religious events or in relation to grandparents

  VCICCB006 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Practices

• VCICCB002

  Describe their experiences of intercultural encounters in which they have been involved

  Elaborations

  • exploring stories that describe experiences of intercultural encounters, for example, when students met someone who spoke a language different from their own
  • brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences, such as international travel, visiting their local library, attending Chinese New Year celebrations, or speaking to relatives overseas through video chat applications
  • creating posters to identify how students celebrate or commemorate a range of cultural events
  • using images of people in Australia and other countries to ask students a set of reflective questions about culture, such as whether they’re curious about their own culture or more curious about other cultures

  VCICCB002 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• VCICCB001

  Identify what is familiar and what is different in the ways culturally diverse individuals and families live

  Elaborations

  • noting information from stories that identify similarities and differences between families from a range of places including stories from students in the class and in stories about children in other places
  • identifying how people express a familiar cultural practice, such as the food eaten at different celebrations, or the songs sung at a celebration
  • sharing stories about familiar cultural practices from home and describing their importance to the family
  • comparing the words students use for their grandparents, such as Nanna/Pop, Grandma/Grandpa; Nonna/Nonno (Italian); Yaya/Pappous (Greek)

  VCICCB001 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• Capabilities | Intercultural Capability: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Intercultural Capability

• VCICCB018

  Analyse the ways in which intercultural relationships and experiences have contributed to the development of attitudes, beliefs and behaviours, and how they are manifested in various contexts

  Elaborations

  • using a range of scenarios to hold a student-led discussion about factors that may impact intercultural experiences, for example, welcoming visitors to your home, international adoption, or international aide relations between countries
  • comparing the underpinning assumptions of different national migration policies, for example, by contrasting the White Australia Policy with multicultural policy settings
  • exploring whether there are similarities in the experiences of successive waves of migrants to Australia
  • unpacking the different perspectives cultural groups may hold, for example, the contested usage of ‘Australian/UnAustralian’
  • using episodes of a television show to explore differences in attitudes, such as the SBS show ‘Go Back To Where You Came From’

  VCICCB018 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Practices

• VCICCD004

  Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

  Elaborations

  • exploring student responses in a role play situation, for example, imagine what it is like to have to get help or seek assistance in a setting where they do not speak the language
  • examining different meanings associated with gestures and body language in a range of cultural settings, exploring examples such as whether direct eye contact is seen as a sign of respect or why touching someone on the head is offensive in Thailand

  VCICCD004 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCICCB017

  Analyse the complex and dynamic interrelationships between and within cultures in a range of contexts and the impact of these interrelationships on their own and others cultural practices

  Elaborations

  • discussing how student’s own expression of cultural practices may be complicated, for example, individuals may share the same nationality but have parents with different cultural heritages and/or linguistic backgrounds
  • analysing multifaceted and complex cultural practices, for example, how religion intersects with and diverges from culture or cultural practices
  • analysing and describing how culture and language use are interrelated and reflect and shape relationships, practices and attitudes between and within cultural communities
  • investigating the context and significant factors that contribute to a current global issue that includes an intercultural dimension, such as people movement, and prompt students to propose actions that may help improve or alleviate contributing factors

  VCICCB017 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Practices

• Intercultural Capability: Foundation to Level 2 achievement standards

  By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.

  Students explain how they...

  Level description | Capabilities | Intercultural Capability | Foundation to Level 2

• Intercultural Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends....

  Level description | Capabilities | Intercultural Capability

• Intercultural Capability: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how cultural practices may change over time in a range of contexts. They understand how cultural groups can be represented, and comment on the effects of these representations.

  Students understand the challenges and benefits of living and working in culturally...

  Level description | Capabilities | Intercultural Capability | Levels 7 and 8

• Intercultural Capability: Levels 9 and 10 achievement standards

  By the end of Level 10, students critically analyse the complex and dynamic interrelationship between and within cultures and the challenges and benefits of living in an interconnected and culturally diverse world. They evaluate how intercultural relationships and experiences influence attitudes...

  Level description | Capabilities | Intercultural Capability | Levels 9 and 10

• VCICCB005

  Compare their own and others cultural practices, showing how these may influence the ways people relate to each other

  Elaborations

  • comparing the expression of common concepts or human experiences in a range of cultural settings, for example, life milestones and celebrations, learning from older family/community members, demonstrating an emotion
  • exploring rules or expectations within the school or classroom, for example, raising a hand before asking a question, using manners or wearing a uniform, and discussing how these may help foster a culture of respect for other students and teachers
  • researching a cultural practice, for example Japanese origami, or a cultural artefact, for example a kilt, and asking students to explain the significance to other students
  • discussing aspects of Australian culture that might seem ‘strange’ from another perspective, such as eating kangaroo or having an outlaw as a national hero, and contrast with other cultural practices that students may find ‘strange’, such as the Spanish practice of eating twelve grapes at New Years Eve

  VCICCB005 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Practices

• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• Intercultural Capability: Levels 3 and 4 achievement standards

  By the end of Level 4, students are able to compare a range of cultural practices and explain their influence on people’s relationships. They explain what they have learnt about themselves and others from intercultural experiences.

  Students explain the role of cultural traditions in the development...

  Level description | Capabilities | Intercultural Capability | Levels 3 and 4

• VCICCD007

  Explain the role of cultural traditions in the development of personal, group and national identities

  Elaborations

  • asking students to brainstorm what they know about their own cultural traditions and prompt them with questions, for example, Where do their traditions come from? How might their traditions have changed over time?
  • exploring Australian symbols, such as wattle, the colours green and gold, or the different flora and fauna emblems, and identifying public events when these are used
  • discussing the role of food traditions and cultural identity, for example, Anzac biscuits, hot cross buns, moon cakes, and ask students to identify traditions in relation to their own family, or those that are part of a national identity
  • comparing how significant events are marked in different cultures, for example, starting or graduating school, marriage traditions or national holidays, and identify aspects of these events in relation to visible and invisible cultural elements

  VCICCD007 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Diversity

• Capabilities | Intercultural Capability: Structure

  Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.

  Strands	Cultural Practices	Cultural Diversity
  	This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those...

  Overview material | Intercultural Capability

• Capabilities | Intercultural Capability: Learning in Intercultural Capability

  The Intercultural capability curriculum focuses on learning about cultural understandings and practices. Students examine, reflect on and challenge assumptions, stereotypes and prejudices and explore how intercultural experiences can influence and change attitudes and beliefs.

  Students apply...

  Overview material | Intercultural Capability