1. The webinar will start promptly at 3:45pm on 30 May 2019.
Welcome to ‘New teaching and learning resources for Intercultural Capability F-10’
The webinar will start
promptly at 3:45pm on 30 May 2019.

2. Victorian Curriculum: F-10 Capabilities
Introduction to new Intercultural Capability resources
Welcome

3. Objectives
Becoming familiar with new resources released to assist teaching of Intercultural Capability
Gaining an insight into how they were developed and can be used

4. Intercultural Capability Teaching and Learning Resources
Let’s take a tour
How to find them
What is in each section

5. The resources in focus
What is Intercultural Capability? Curriculum map example:
Split screen:
You should work with students from the known to the unknown.
So you could work from what students know about cultural practices to what they don’t know about the lives of people in neighbouring countries; or
You could work from what students know about the lives of people in neighbouring countries back to learning the concept of a cultural practice and its influence on people’s relationships, that is, how people live.
Intercultural Capability and Geography

6. Navigating cultural issues: Spotlight on the teacher guide
What is the intent of the guide?
What does the guide contain?
How should the guide be used?
Intent: assistance with teaching cultural issues sensitively, as a companion to the curriculum itself
Contains:
Glossary
Teacher reflections
Advice on how to prepare well for creating a sensitive classroom space
Advice on fostering a respectful and safe classroom climate where disagreements can be raised not hidden
Examples of classroom activities linked to creating a positive climate
A range of general references, links to diverse fiction, and guides for schools for example on engaging with multicultural families.
Use the guide to reflect on your own practice, or reflect with colleagues using your wider experience of managing safe classroom environments.
You know your own students so bring together this experience with what is in this guide, but prepare to be surprised – ie be open to students perhaps expressing opinions you have not heard before, or showing a side of themselves you have not seen yet.
Remember that engaging with the curriculum itself is key to fostering Intercultural Capability.

7. Spotlight on Intercultural Experiences
What are intercultural experiences?
How can the videos be used?
Intercultural experiences bring two or more cultures together.
This can be done directly or indirectly or of course a combination of both.
Directly through:
taking advantage of the cultural diversity at your school
Linking to network schools
Linking to sister schools
Guest speakers/incursions/excursions.
Indirectly through:
Videos
Museums
Literature
The videos in the resources are designed for use with staff or students. Discussion prompts are included for student use.
If using for staff, it would be part of a repertoire of strategies used to work with staff on building empathy for students of CALD backgrounds.
Has anyone tried any of these? Any other ways?

8. Sample Units of Work What is included? How were they developed?
How should they be used?
Included:
Formative assessment rubric
Activities
Sample student responses
Teacher reflections.
How were they developed?
Three workshops – creating the rubrics and then planning the activities and moderating the work.
How should they be used?

9. What is included? Formative assessment rubric for some Activities
Student work sample/s
Teacher reflections and context
Not exemplars, rather teachers working with us and sharing their practice

10. Example context
This unit was taught in a highly diverse primary school in an outer western suburb of Melbourne. The class had previously studied Personal and Social Capability but not Intercultural Capability. The unit followed a study of Harmony Day.
Looking at this will help you make sense of the work samples and the activities

11. How were they developed?
Building deep familiarity with the curriculum
Developing the rubrics using the VCAA Guide to Formative Assessment
Creating activities that link to the rubric
Teaching and Reflection

12. Example: Lessons 1 and 2 Rubric areas targeted:
1.1 Lists own cultural practices
1.2 Explains nature of own cultural practices
1.3 Gives reasons for the significance of the cultural practices within their own culture
If students are going to be able to do this, then we will need to:
Tell students the next two lessons will be successful if they learn how to:
Define ‘culture’, ‘cultural practices’, and ‘cultural values’….
We need to provide activities to help students define these:
Using examples of digital images, objects brought to class, or role play, explain to the class the concepts of culture, cultural practices and cultural values.
This shows an extract only
Shows line of sight from the rubric to lesson

13. Example reflection
….During this unit students learnt about the importance of thoughtful conversations in relation to culture – it was good to see them asking each other respectful questions without prompting. ….
In future we would start the planning earlier, meet with parents and unpack the vocabulary more for students and families. We would include families in the learning by holding intercultural events and writing newsletter articles.
Months after we taught the unit, a parent and her six-year-old child told us that a student from another school had made a comment about her child’s cultural appearance and that her child had responded, ‘We are all different but our hearts are the same.’ This was only one example of how powerful the unit was in developing self-worth and resilience in the students.
If you were to build off this unit, what does it suggest about how you would revise the unit?
Thoughts?

14. How should they be used? For reflection on your own teaching ideas
Stimulus for collegiate discussions on assessment
Reflecting on strength of explicit teaching
Maybe you could link Harmony day to Intercultural Capability
Look at the rubrics and work samples with colleagues; in the context of your school
Audit your own units – is IC explicit enough?

15. Other useful resources

16. VCAA IP Examples: Broad features
Context
Curriculum
Examples
Examples are shown for student work between the standards – progression towards a particular standard
Context plus curriculum plus Achievement standards = examples
The colour scheme tracks…
The curriculum taught was….
The assessment task was to…..
The examples show in this case the characteristics of student work that would sit between Levels 2 and 4.
Note that here the emphasis is on whether the student could identify the components of the argument, not what they said, which is marked separately. Another student might have identified the components but got them mixed up. They might also be approaching the standard.
This topic was part of a unit linked to Health and PE on healthy lifestyles.
(Next slide)

17. Example Two
This unit linked two content descriptions – identifying cultural stereotyping as a challenge for living and working in a culturally diverse community but explore the concept first.
Look at the context. In this class it was reasonable to set an expectation that students would address both groups. This is what they had been taught, what the unit covered.
In the example…

18. Explicit teaching
When assessing the Capability:
Identity clearly what new learning is related to the Capability
Make sure that you and the students can clearly identify what new learning is linked to the Capability Achievement Standards and what is linked to another learning area
This is illustrated in our first example. The content of the argument on screen time might be assessed using Health and PE achievement standards at Levels 3 and 4: interpret health messages and discuss the influences on healthy and safe choices.

19. How were these written? Health and PE
Critical and creative thinking
Health and PE
Relevant Achievement Standard extracts
What will students:
Specifically learn?
Specifically do?
Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)
Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)
interpret health messages and discuss the influences on healthy and safe choices.
Students describe and structure arguments with clearly identified aims, premises and conclusions.
Learning includes
Government standards on screen time (Health and PE)
The structure of arguments (Critical and Creative Thinking)
They do:
Construct an argument in response to proposal that screen time be reduced to 30 minutes a day.
Note that other content from reasoning could have been selected but this school made this choice.
The teacher planned the unit’s assessment first, and thought about what was required to progress student learning and how learning might develop and designed learning activities accordingly, including practising identifying the components of arguments before they did the assessment task.
They and the students clearly knew what was CCT and what was Health and PE and what was expected.

20. Focus on what is taught For example from Intercultural Capability:
Identify the challenges and benefits of living and working in a culturally diverse society
One challenge chosen was cultural stereotyping
Express assessment in terms of cultural stereotyping

21. Moderation of student work
In setting criteria for assessment, draw on:
past experience of how learning develops
Pre-assessment
content knowledge
Achievement standards at Levels below and above as well
Do individual assessment before collaboration

22. Moderation
Compare the characteristics of student work against agreed criteria linked to the achievement standards

23. Summing up – step by step
Backwards design for units of work
Identify how to express the achievement standards in terms of what is taught
Identify expected features of work that is progressing towards a standard
Develop assessment rubrics or other marking schemes
Compare completed student work to establish features of the work that make it at or approaching a standard

24. Indicative progress examples and templates
Through the VCAA website
Click on Educators then F-10

25. Use this tab

26. Contact details
Monica Bini, Capabilities Curriculum Manager

27. Curriculum support
For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. T