Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Classroom level:
On a classroom level, the cross-curricular intervention centralises around the implementation
of multicultural understandings in the differing disciplines of English, History, Japanese,
Science and Geography. Within this, teachers will implement an array of cultural responsive
pedagogies, materials, texts supported through a collaboratively designed unit of work.
In the discipline of English, the selected literature for analysis should be both culturally
sensitive and relevant in order to engage students and allow them to respond and compose to
texts that explore connections with the world around them (NSW, 2018). Multicultural
understandings should be embedded into curriculum in order to allow for cultural inclusivity
across all students. In retrospect to aboriginal or Torres Strait Islander students, academic
outcomes differ drastically amongst indigenous and non-indigenous students. Empirical
research concluded that in order for academic outcomes of indigenous students to improve
we must provide them with “respect as individuals and of their culture and its relevant
implications” (McRae et al., 2000, p178). An investigation of texts and literature relevant to
student’s identities is a stepping stone into exploring culture, religion and heritage of students
thus effectively celebrating their cultural differences while allowing them to make
connections with the world around them as stipulated in syllabus outcomes. Furthermore,
students will be instructed to compose texts or descriptions using figurative language.
Religiously Significant Aboriginal or Torres Strait Islander Landscape will be the centre and
inspiration model for these descriptions. These activities inherently aim to celebrate and
embed cultural understanding of Indigenous culture.
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Consult existing literature regarding strand (multicultural
understanding) and links to curriculum areas.