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.