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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
Communicate across cultures
Consider and develop multiple perspectives
Empathise with others
3
Experimenting with body language and gesture from different Asian cultures, as in Bunraku puppetry
Exploring how, why and where dance is used in different Asian cultures, for example the Kecak dance in Bali and Tamborine dance in Sumatra, as inTraditional Chinese dances
Experimenting with masks, in Asian traditional styles
4
Selecting appropriate props and costume in dance pieces to represent cultural groups in the community, as inBhangra music and dance
Sharing class opinions about a Bollywood movie before writing a review
Using expressive skills and dance elements to explore experiences of exclusion, bullying and racism
5
Creating visual artworks depicting a similar landscape in a variety of different Asian styles, for example Chinese ink wash and Indian miniature styles, as inA journey through Asian art
Using group improvisation to enact a situation of racial discrimination between members of the public in a shopping centre
Analysing visual artwork from Asia using the visible thinking skill ‘step inside’ to consider the perceptions, beliefs and feelings of characters depicted, as inAngkor Wat bas-relief carvings
6
Creating Manga artwork about Australia for a Japanese audience
Debating the merit of greater artistic censorship in response to community concerns, including those of minority cultural and religious groups
Creating a visual artwork about an Asian migration story, selecting culturally relevant techniques, materials and styles
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