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• 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

• VCICCD011

  Identify barriers to and means of reaching understandings within and between culturally diverse groups

  Elaborations

  • exploring language variation within Australia, such as the different terms for a swimming costume (togs, cozzies or swimmers), or the practice of using diminutives, such as Aussie (Australian), sanga (sandwich) and footy (football)
  • exploring potential barriers to intercultural understanding, language for example, and discussing possible ways to address or reduce barriers, such as Government agencies using translation services including Auslan and closed captioning
  • brainstorming a list of questions students might ask a student in another country, and then identifying whether any of the questions may be uncomfortable for the person asking or responding
  • using a current global issue to investigate a range of positive and negative cultural stereotypes and generalisations and identifying how they can be challenged
  • exploring the view of Australia as a successful multicultural country and discussing potential impacts of the strengthening or weakening of this view, for example, events that help to foster inclusiveness or that may trigger an increase in racial intolerance

  VCICCD011 | Capabilities | Intercultural Capability | Levels 5 and 6 | 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

• 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 5 and 6 achievement standards

  By the end of Level 6, students demonstrate an understanding of how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.

  Students identify the barriers to and means of reaching understandings within and between culturally...

  Level description | Capabilities | Intercultural Capability | Levels 5 and 6

• Intercultural Capability: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focus is on developing the knowledge, skills and understandings to engage in complex discussions about interrelationships within and between cultures. This includes the less tangible aspects of culture such as values, attitudes, roles, religious beliefs and ways...

  Level description | Capabilities | Intercultural Capability

• 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

• Intercultural Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on developing the knowledge, skills and understandings to reflect on how cultural practices and beliefs contributes to individual, group and national identities. This includes religious beliefs, traditional celebrations and customs, social relationships...

  Level description | Capabilities | Intercultural Capability

• Intercultural Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about diverse cultural practices and beliefs and how they compare with their own. This includes religious beliefs, traditional celebrations, family relationships, gender...

  Level description | Capabilities | Intercultural Capability

• 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: 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

• 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