From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Teachers and school leaders play a critical role in bringing international education into the classroom.

By enriching their teaching with multiple international perspectives and methodologies, teachers are helping Victorian students investigate the world, fostering their curiosity and enthusiasm and preparing them for active interaction in an interdependent globalised world and, in doing so, contributing to improved student outcomes.

International education in the classroom

Teachers and school leaders are:

  • developing sequenced learning about international and intercultural issues
  • developing cross-curriculum units of work
  • focusing on developing students’ skills, understandings and knowledge of the world and global issues
  • providing opportunities for students to learn another language, including content and language integrated learning (CLIL) approaches that involve teaching a range of subject areas in a target language
  • creating opportunities for students to connect with other students around the world.

Specific examples of classroom activities include:

  • innovative use of Web 2.0 enabling technologies to design and implement collaborative learning projects with students from schools in other countries
  • the study of world issues, including controversial and contentious global issues
  • challenging students’ stereotypes of peoples and cultures
  • bringing the school community into the classroom to add different perspectives to the study of international and intercultural issues
  • special events and projects with an international or intercultural focus.

Internationalising the Curriculum

Teachers and school leaders are central to the internationalising of schools. Many teachers are enriching their teaching with international perspectives across the curriculum.  Our aim is to support this practice in more schools to foster greater global awareness and global citizenship in students.

Some schools have adopted a whole-school approach to designing curriculum that specifically intends to develop internationally-minded students, with key globally focused concepts and overarching questions framed through AusVELS - the Australian Curriculum through the Victorian Essential Learning Standards.  The AusVELS provides multiple opportunities for teachers to internationalise the curriculum, for example:

  • addressing global citizenship issues through the Civics and Citizenship domain
  • analysing and creating cultural artefacts through the Arts domain
  • developing effective cross-cultural communication skills through the Communication domain.

The Australian Curriculum

The Australian Curriculum further facilitates international education in schools and engagement with Asia by:

  • implementing intercultural understanding as one of the seven, cross-curriculum, general capabilities students will develop − to ensure all young Australians become responsible local and global citizens, equipped through their education for living and working successfully in the globalised world
  • instigating Asia and Australia’s engagement with Asia as a cross-curriculum priority providing a regional context for learning in all areas of the curriculum. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region
  • promoting the learning of languages to give students essential communication skills in other languages, including Asian languages, develop their intercultural capabilities and enhance their understanding of the role of language and culture in human communication.

For more information, see: Australian Curriculum

Case study – Ashburton Primary School

World Wise Program

Ashburton Primary School’s World Wise program is based on students coming to an understanding of the five emphases of the Global Education Project:

  • Diverse cultures – same, same but different
  • Peace building – solving conflict
  • Human rights – equity and justice for all
  • Global interdependence – think globally, act locally
  • Sustainable futures – year of the forest

The school aims for students to learn to take responsibility for their actions, respect and value diversity and see themselves as global citizens who can contribute to a peaceful, just and sustainable world.

The school’s approach to global education emphasises the unity and interdependence of human society, developing an appreciation of cultural diversity, affirmation of social justice, human rights, building peace and actions for a sustainable. Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change.

Underpinning the school’s World Wise program is the notion that twenty-first century Australians are members of a global community, connected to the whole world by ties of culture, economics and politics, enhanced communication, travel and a shared environment.

Case study – Hawkesdale P12 College

Connecting, communicating, collaborating and creating with students all over the world

Hawkesdale P12 College students connect, communicate and create with students from across the globe through the use of blogs, wikis, nings, videoconferencing and online virtual classroom software. The school has participated in many global projects, where students work together with students from schools in other countries.

Examples of specific projects includes:

  • videoconferencing with schools in Korea, Russia, Thailand, the United States, Canada, Philippines, New Zealand, China and Qatar
  • students have shared classrooms online with the Phillipines, South America and the United States
  • student collaborative projects where students work with students in schools in the United States and Korea. This involves students from each of the three countries working together on projects relating to a set topic for a fortnight
  • Years 9, 10 and 11 students have worked on the Flatclassroom project with students across the globe. They work in small mixed nationality groups to develop webpages and movies.

Intercultural Understanding Field Trial

25 schools throughout the state worked with the Department on a 12 to 18 month field trial to expand evidence and understanding of the knowledge and skills required for effective intercultural understanding. 

School leaders from the participating schools trialled and evaluated innovative teaching and learning practices for intercultural understanding in a structured, supported and professional learning environment.

For further information, see: Intercultural Understanding Field Trial

More information