and others cultures beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures (VCICCB010) Cultural Diversity Explain the role of cultural traditions in the development of personal, and national identities Achievement Standards Level 4 6 By the end of Level 4, students are able to compare a range of cultural practices and explain their influence on people’s relationships. They explain what they have learnt about themselves and others from intercultural experiences. Students explain the role of cultural By the end of Level 6, students demonstrate an understanding how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviors. Students identify the barriers to and means of reaching understandings within and between culturally
Lesson Lesson Teaching activity Resources Lesson 1: Recognising knowledge, experiences and common misconceptions Vocabulary wall Big questions Prior knowledge: Three posters are placed at different areas of the room. They all have different titles: What is culture? Have you ever had an Intercultural experience? Explain. Do you believe Australia is multicultural? Students are given time to write their responses on a sticky note/s and place it on each poster. Note: It’s important for students to name their responses as they will be collated in a document for future reference. Vocabulary Wall: Create a space in the classroom to create a word wall/glossary. Progressively throughout the unit/lessons, Poster paper with headings Sticky notes (variety of different colours)
Whole-class discussion or written response to follow the activity. Prompts may include: Why do you ‘groups’ are mentioned in the headlines? Do you think the headline demonstrates a biased opinion? How do you think this influences the reader? Lesson 4: Cultural iceberg Students explore own cultural identity and compare it with others in the class. Introduce the students to the cultural iceberg concept. Discuss the differences between ‘Visual culture’ and ‘Hidden culture’. Students use personal examples to create their own iceberg. Once the students have completed the ‘visual’ section of iceberg they then need to find people who may have a common ‘visual identity’ (same food, favorite sport, dress sense, taste in music) and list their names on the back. Students explore how cultural background shapes their identity (FUSE ID: P4R8DH) (FUSE ID: 79JTSZ) Note there are a range of other examples available online or you
Lesson 5: Interconnection web: Participants find out more about each other, their sense of place, and their connections to one another. Students sit/stand in a circle for this activity. Students are guided to acknowledge that they are all grounded in the particulars of our own lives, but all of us have roots that intertwine with the roots of others. These interconnected roots give us strength, support and a sense of belonging that empowers us to act in the world. This activity will explore these connections between all the students in the classroom. Choose a student to start the activity. They do this by wrapping the string around their wrist. They then share something about their ‘visual’ or ‘hidden’ culture with the group. Students who share this aspect of their culture identify themselves, and the string is then passed around to each of them. When a student receives the string they are to wrap it around their wrist and pass it to the next student. The last student to A large ball of string/yarn