Australian Professional Standards for Teachers

Intercultural understanding


About this Illustration of Practice

The teacher of Indonesian is shown in a range of situations where her commitment to, and development of intercultural understanding is demonstrated on a classroom, whole school, intra-school and international level. Four illustrations of this include: the development of cultural task-based curriculum design; the use of a Voice Over Internet Protocol Service (VOIP) to facilitate teacher and student interactions with an Indonesian sister school; the mentoring of ‘beginning’ teachers at another Government school; and support for a local ‘feeder’ network of primary teachers.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.2
Plan, structure and sequence learning programs
Career stage
Lead
Descriptor
Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
Other descriptors
Standard 6
Engage in professional learning
Focus area 6.2
Engage in professional learning and improve practice
Career stage
Lead
Descriptor
Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
  1. How do you lead colleagues to plan and implement engaging teaching programs that provide students with intercultural understanding?
  2. What professional networks could you establish to support continuous knowledge building for both colleagues and students?
School
Heathmont College
Victoria
Year level
Year 9
Year 10
Related subject
Languages
Stage of schooling
Secondary
School type
Government
School location
Metropolitan
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The teacher is aware of the need to develop intercultural understanding and to arrest the decline in students undertaking a second language. By developing a ‘cultural task-based design’ to curriculum, the teacher accommodates students’ different learning needs, leading to increased student retention in language classes. She has transformed the sister school relationship through the use of ICT, breaking down cultural barriers and more effectively supporting learning about cultures and languages. She is able to transfer this understanding to teachers from neighbouring schools that she mentors. The transition from primary to secondary school can be problematic, especially with multiple languages programs. Her work with feeder primary schools is another example of her work in building curriculum pathways.
Content provider
Organisation
Australian Federation of Modern Language Teachers Associations (AFMLTA)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.