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• 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 description

  In Levels 3 and 4, the curriculum focuses is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or...

  Level description | Capabilities | 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

• 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

• Capabilities | Intercultural Capability: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Intercultural Capability

• 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

• VCICCB009

  Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced

  Elaborations

  • comparing differences in a range of countries, such in legal driving or voting age, laws around alcohol consumption or school leaving age, and discussing these in relation to adolescent – adulthood rights of passages
  • identifying cultural connections between Australia and countries in the Asia region and the activities that facilitate these connections, such as travel, student exchange, storytelling formats, music and dance
  • exploring identity through economic, consumer and media practices and choices, and discussing these in relation to globalisation and/or American cultural influence, such a popular music, television or film
  • prompting students to explore and evaluate the source of a range of popular and traditional cultural practices or artefacts, for example, surfing in Australia, the notion of the larrikin, or Hip Hop

  VCICCB009 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Practices

• VCICCD008

  Identify how understandings between culturally diverse groups can be encouraged and achieved

  Elaborations

  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect
  • exploring common or stereotypical reactions in imagined intercultural scenarios, such as when offered the opportunity to eat insects, and encouraging exploration of the boundaries of students own cultural values
  • explaining sister cities/sister schools or student exchange programs and exploring why these have been instigated
  • exploring a range of strategies to support understanding differences, such as not jumping to conclusions, emphasising similarities rather than differences, or modelling ways that students can respectfully disagree
  • demonstrating a willingness to understand different perspectives by asking honest, unbiased questions

  VCICCD008 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Diversity

• 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

• 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

• VCICCD016

  Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community

  Elaborations

  • exploring how councils or Governments support community commemorations and celebrations, such as Chinese New Year
  • identifying buildings or spaces that are used for cultural gatherings/meeting or religious purposes, such as libraries, theatres, community halls, prayer rooms, churches and mosques
  • discussing the ways in which different community members participate in events held across the year, such as annual fairs and music events, or by looking into the services or programs offered at libraries, in your local paper or within the school
  • using Australian Bureau of Statistics census data to create a presentation that tracks changes to the cultural composition in the local community over time and use an online service such as Trove (National Library of Australia) to uncover images or newspaper articles to include in the presentation
  • asking students to imagine they are coordinating a local event and to outline the steps they would take to show the value placed on including culturally diverse community members

  VCICCD016 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity