Supporting benchmarks:
6.3.2 Number of schools integrating multicultural perspectives in the curriculum
6.5.1 Number of enrolments in cultural heritage courses
6.5.2 Percentage of significant items conserved
6.5.3 Number of heritage documents and artefacts publicly available in digital format
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Activity directed towards achieving the benchmarks during 2006-07
Primary Implementation Program
One hundred and twenty primary schools offered a language program in French, German, Indonesian, Italian or Japanese. These language programs had an intercultural language learning approach. A further four schools began developing Chinese language and culture programs with their school communities, through innovative Languages other than English (LOTE) grants.
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Intercultural Language Learning
In 2006, teachers from 15 schools formed collaborative teams to explore intercultural language learning through the Tasmanian Intercultural Language Learning (TIcLL) project. In 2007, 23 Tasmanian teachers from government and non-government schools participated in the national Intercultural Language Teaching and Learning in Practice (ILTLP) project.
Intercultural Links
Many schools with languages programs have established links with schools in the country of the language they are learning. These links include establishing e-pals or sister school relationships, sharing writing and art works and hosting and/or making inter-country school visits by students, teachers and community members.
Agreements to Support Intercultural Approaches
The department has agreements with a range of countries to support the learning and teaching of their languages and cultures in Tasmanian schools. These include the Goethe Institut, the French Embassy, the Italian Government (through Co.As.It), the Japan Foundation, the Consulate General of The Republic of Indonesia and the Chinese Consulate General.
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Study Tour Program
Clarence High School, Kingston High School and Blackmans Bay Primary School hosted short-term Japanese student study tours this year.
The major benefits to schools, students, teachers and parents who participated in the study tours, were both educational and intercultural.
Studies of Asia
The Student at the Centre initiative and the development of the Tasmanian Curriculum provided an excellent opportunity to focus on developing broad knowledge, values and skills required to engage with Asia as identified in the National Statement for Engaging Young Australians with Asia in Australian Schools.
In 2006-07 a number of schools implemented aspects of the National Framework for Values Education in Australian Schools into their curriculum. Activities undertaken were closely linked to their own priorities and contextual needs.
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Strategic Activities
Goal 1