This element involves students identifying, observing, describing and analysing increasingly sophisticated characteristics of their own cultural identities and those of others.
Students move from their known worlds to explore new ideas and experiences related to specific cultural groups through opportunities provided in the learning areas. They compare their own knowledge and experiences with those of others, learning to recognise commonalities, acknowledging differences between their lives and recognising the need to engage in critical reflection about such differences, seeking to understand them. Students recognise and appreciate differences between people and respect another person’s point of view and their human rights. In developing and acting with intercultural understanding, students:
- investigate culture and cultural identity
- explore and compare cultural knowledge, beliefs and practices
- develop respect for cultural diversity.
Level 3
Typically by the end of Year 4, students:
Investigate culture and cultural identity
identify and describe variability within and across cultural groups
Explore and compare cultural knowledge beliefs and practices
describe and compare a range of cultural stories, events and artefacts
Develop respect for cultural diversity
identify and discuss the significance of a range of cultural events, artefacts or stories recognised in the school, community or nation
Level 4
Typically by the end of Year 6, students:
Investigate culture and cultural identity
identify and describe the roles that culture and language play in shaping group and national identities
Explore and compare cultural knowledge beliefs and practices
Develop respect for cultural diversity
discuss opportunities that cultural diversity offers within Australia and the Asia-Pacific region
This element involves students developing the skills to relate to and move between cultures through engaging with different cultural groups, giving an experiential dimension to intercultural learning in contexts that may be face-to-face, virtual or vicarious.
Students think about familiar concepts in new ways. This encourages flexibility, adaptability and a willingness to try new cultural experiences. Empathy assists students to develop a sense of solidarity with others through imagining the perspectives and experiences of others as if they were their own. Empathy involves imagining what it might be like to ‘walk in another’s shoes’ and identifying with others’ feelings, situations and motivations. In developing and acting with intercultural understanding, students:
- communicate across cultures
- consider and develop multiple perspectives
- empathise with others.
Level 3
Typically by the end of Year 4, students:
Communicate across cultures
recognise there are similarities and differences in the ways people communicate, both within and across cultural groups
Consider and develop multiple perspectives
identify and describe shared perspectives within and across various cultural groups
Empathise with others
imagine and describe the feelings of others in a range of contexts
Level 4
Typically by the end of Year 6, students:
Communicate across cultures
identify factors that contribute to understanding in intercultural communication and discuss some strategies to avoid misunderstanding
Consider and develop multiple perspectives
explain perspectives that differ to expand their understanding of an issue
Empathise with others
imagine and describe the situations of others in local, national and global contexts
This element involves students developing the capacity to process or reflect on the meaning of experience as an essential element in intercultural learning.
Students use reflection to better understand the actions of individuals and groups in specific situations and how these are shaped by culture. They are encouraged to reflect on their own behaviours and responses to intercultural encounters and to identify cultural influences that may have contributed to these. Students learn to ‘stand between cultures’, reconcile differing cultural values and perspectives and take responsibility for their own behaviours and their interactions with others within and across cultures. In developing and acting with intercultural understanding, students:
- reflect on intercultural experiences
- challenge stereotypes and prejudices
- mediate cultural difference.
Level 3
Typically by the end of Year 4, students:
Reflect on intercultural experiences
identify and describe what they have learnt about themselves and others from real, virtual and vicarious intercultural experiences
Challenge stereotypes and prejudices
explain the dangers of making generalisations about individuals and groups
Mediate cultural difference
identify ways of reaching understanding between culturally diverse groups
Level 4
Typically by the end of Year 6, students:
Reflect on intercultural experiences
explain what and how they have learnt from a wide range of intercultural interactions and experiences
Challenge stereotypes and prejudices
explain the impact of stereotypes and prejudices on individuals and groups within Australia
Mediate cultural difference
discuss ways of reconciling differing cultural values and perspectives in addressing common concerns