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The Australian Curriculum includes seven general capabilities which aim to equip young Australians with the skills necessary to live and work in the twenty first century.
The Intercultural understanding general capability contains three organising elements:
The Intercultural understanding learning continuum shows how students are expected to progress with respect to the organising elements. There are six levels corresponding to Foundation, Year 2, Year 4, Year 6, Year 8 and Year 10.
The following table expands on each element of intercultural understanding and identifies examples of how this capability can be developed within The Arts curriculum.
Note: Intercultural understanding in the Australian Curriculum suggests capabilities that students would typically display at the culmination of various levels of schooling. The levels in this chart relate to the following years of schooling.
Level 3 – Years 3 and 4
Level 4 – Years 5 and 6
Level 5 – Years 7 and 8
Level 6 – Years 9 and 10
Click on the tabs below to explore the different elements.
Level
Reflect on intercultural experiences
Challenge stereotypes and prejudices
Mediate cultural difference
3
Identifying and discussing their emotional response to a Chinese operatic piece
Surveying historic and contemporary Australian artworks for cultural inclusivity
Working in pairs to create media artwork that captures similar objects or ideas in a variety of Asian and Australian contexts
4
Creating and responding to photographic artworks which capture Asian influences in the local community
Creating visual artworks using a collage of images to consider what an Australian looks like, as inYouth, culture and the media
Working in groups to design posters encouraging cultural inclusion, giving consideration to colour, symbols and placement
5
Critiquing and reviewing examples of familiar dance forms, for example Hip Hop, performed in Asian contexts, as in Focus on Cambodia
Analysing Asian stereotypes in film and television to identify features that have been omitted or exaggerated, as inFilm Malaysia
Engaging with students from a variety of cultural backgrounds for input and opinions during a creative process
6
Exploring how the Arts transmits cultural information and ways in which it may have contributed to students’ intercultural understanding, as inArts dialogue - Kosuke Ikeda and Alicia King
Using the techniques of ‘culture jamming’ to change and challenge stereotypes about Asia or Asians in a piece of existing media, for example a tourism advertisement
Considering the religious and cultural perspectives of the audience when organising an artistic exhibition or production at the school, as in New media art - cultural crossovers
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