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• 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: Rationale and Aims

  Rationale

  Intercultural interactions have become a part of everyday life in our increasingly multicultural and globalised world. Developing intercultural knowledge, skills and understandings is an essential part of living with others in the diverse world of the twenty-first century. The Intercultural...

  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

• 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

• 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

• 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

• VCICCB013

  Analyse the dynamic nature of own and others cultural practices in a range of contexts

  Elaborations

  • examining how a similar cultural practice can be expressed differently in other contexts, for example, compare the celebration of Christmas in commercial, cultural and religious contexts
  • analysing how a range of different cultural practices developed and how they may have changed, for example, comparing women’s roles over the past hundred years at home and at work, exploring changing influences of technology in popular music, discussing changes to religious observance, such as eating fish on Friday
  • exploring why people want to preserve their cultural practices, including linguistic, artistic and culinary traditions and investigating an example of cultural preservation
  • discussing possible consequences when cultural practices are not maintained, for example, changes to language practices in successive generations of migrant communities
  • exploring cultural issues in historical contexts such as the impact of a dominant culture, language, belief or legal system, for example during the Columbian Exchange

  VCICCB013 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• 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