From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends. This includes cultural practices relevant to their lived experiences such as choice of food, clothing or housing, cultural celebrations and language. The curriculum provides the opportunity for students to begin to explore similarities and difference in cultural practices. They begin to understand the concept of cultural diversity. Focus is on Australia and Aboriginal Culture.
In the Middle Years, Asia and Australia’s engagement provides a regional context for learning. This reflects Australia’s extensive engagement with Asia in social, cultural, political, and economic spheres. Students in the Middle Years explore different Asian Countries focusing on: Asia and its diversity The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions. Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.Achievements and contributions of the peoples of Asia The peoples and countries of Asia have contributed and continue to contribute to world history and human endeavour.The arts and literature of Asia influence aesthetic and creative pursuits within Australia, the region and globally. Asia-Australia engagement Collaboration and engagement with the peoples of Asia support effective regional and global citizenship. Australia is part of the Asia region and our histories from ancient times to the present are linked. Australians play a significant role in social, cultural, political and economic developments in the Asia region. Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society.
In the Senior Years LOTE Indonesian is the focus. The program is organised into two dimensions - Communicating in a language other than English and Intercultural knowledge and language awareness. The first phase of learning introduces students to studies of Languages. Communicating in a language other than English. On completion of the first phase of learning students should typically be able to: repeat teacher-modelled use of the language, participate in choral use of the language,identify the names of visible objects and items from aural/visual cues, introduce themselves, greet and farewell the teacher, follow simple classroom directions, recognise some culturally-specific gestures and body language, and demonstrate how these are used, observe the process of interpreting and perform some of its simple features using single words or phrases,signs and non-manual signs to participate in games and activities. Intercultural knowledge and language awarenes. On completion of the first phase of learning students should typically be able to: demonstrate an understanding of some of the differences in how people eat and dress, sign and gesture, write and say things; identify some of the relationships between selected letters, sounds or tones in the language compared to English or other familiar languages; identify a cultural icon, geographic feature, famous building or cultural practice and make a simple statement about it in the language; display an awareness of different ways of doing things in particular situations; express their own preferences in the language, or by responding to cues given in the language.