At Level IV students and teachers recognize the need to place cultural understanding as a high priority in their curriculum. At this level both students and teachers come to value other cultures as important as their own. Curriculum boundaries are broadened so that many activities and events from the community are included in the curriculum. At Level VI major links between the school curriculum and the broader community education and recreation programs are forged. Service becomes a priority.
Students assume much more responsibility in the governance of their affairs.
Teachers become strong advocates for youth and youth culture. Intergenerational activities are more frequent. Authentic dialogue among students and between students and adults is the norm. Emphasis is on growth and transformation. The ethic of social justice permeates the curriculum.