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Curriculum advice for remote and flexible learning

Implementing the Victorian Curriculum F–10

The following information outlines curriculum area advice to schools to support remote learning and continuity for students in F–10 Intercultural Capability. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the VCAA and Victorian Curriculum F–10 websites.

Delivering F–10 Intercultural Capability remotely and flexibly

Keep in mind

  • Schools can review and adapt their teaching and learning program for Intercultural Capability to enable the curriculum to be delivered at home via remote learning, and this review and adaptation should take into account any linked learning areas.
  • Teachers are best placed to make teaching and learning decisions and assessment modifications that are appropriate to their own circumstances. Teachers need to take into account their access to remote learning tools (such as online learning platforms) and the strengths and limitations of their student cohort.
  • A modified teaching and learning program should include learning activities that enable students to demonstrate aspects of the relevant achievement standards in Intercultural Capability.
  • This advice focuses on the Cultural Practices strand in Intercultural Capability. This strand focuses on developing a critical understanding of the dynamic nature of cultural practices and how perspectives and actions can be influenced by culture and intercultural experiences.

Ideas and connections

  •  If originally planned methods for curriculum delivery require adaptation, teachers could consider using the following: online resources such as virtual exhibitions at cultural institutions; curated video texts, audio texts and images to stimulate intercultural experiences; videoconferencing platforms to engage with peers within the class or in sister schools; scaffolding templates and guiding questions for self and group use.
  • Teachers should consider cultural sensitivity and child safety in relation to using social media and online forums as resources, for example, by providing a selected sample of comments for student analysis rather than allowing unsupervised research.
  • For ideas for teaching and learning activities for Intercultural Capability, see Ideas for remote and flexible learning.

Useful resources

In addition to VCAA resources, teachers may consider the following:

  • ABC Education, which features resources across F–10 that link knowledge and skills related to the Cultural Practices strand with different learning areas
  • The Immigration Museum, which includes a range of resources across F–10, particularly regarding cultural identity
  • Together for Humanity's Difference Differently, which includes a series of virtual intercultural experiences (videos) and other resources related to the Cultural Practices strand across F–10.

Assessment and achievement standards

  • Schools should assess student learning against the relevant aspects of the achievement standards in the Victorian Curriculum F–10.
  • Teachers can select and use a variety of assessment types to provide timely feedback to students and to monitor learning progress. Schools can review the range of assessment tasks to achieve a balance between short inquiry-based activities that focus student attention on particular skills and understanding and more open-ended, rich assessment tasks that can be completed over a period of time at home.
  • On the resumption of face-to-face learning, schools will need to undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making the necessary adjustments to this program as required.

For more information

Monica Bini, Intercultural Capability Curriculum Manager
Phone (03) 9032 1693 or email the Intercultural Capability Curriculum Manager