Unity through Diversity

The Victorian Governments vision for civics,

citizenship and multicultural education
Published by the Department of Education
and Early Childhood Development
Melbourne
March 2014
State of Victoria (Department of Education
and Early Childhood Development) 2014
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Unity through Diversity 1
The Victorian Governments Vision 2
Ministers foreword 3
Context 4
Benets 6
Principles 7
Strengths 8
Opportunities 12
Actions we will take 13
Contents
The Victorian Governments Vision
For all Victorian learning and development
settings to equip children and young
people with the knowledge and skills
to participate in and contribute to our
multicultural society as active and
informed citizens - locally, nationally
and internationally.
Unity through Diversity 3
Ministers foreword
Australia is a nation of immigrants, with a rich indigenous
history. For thousands of years before European contact
Aboriginal and Torres Strait Islander peoples lived and
developed their own cultures in what was to become modern
day Australia. This is our inheritance the very source of our
Australian identity and culture.
Victoria is a great multicultural success story. Together
with our indigenous community we have citizens from
more than 200 countries speaking 260 languages other
than English and following 135 faiths. More than a quarter
of all Victorians were born overseas and many more are
second and subsequent generation immigrants. The
Multicultural Victoria Act 2011 recognises the value of our
cultural, religious, racial and linguistic diversity, which has
transformed the way we live and helped to build a strong and
vibrant community and economy.
While we value and invest in our social, cultural, religious
and linguistic diversity, we must also understand the value
of social cohesion, the role of our civic institutions and our
responsibilities as citizens. We must nd the best ways to
continue to unite our community on the basis of its dynamic
diversity. We can achieve unity through diversity.
The Hon. Martin Dixon, MP
Minister for Education
The Hon. Nicholas Kotsiras, MP
Minister for Multicultural Affairs and Citizenship
This document outlines the Victorian Governments vision for
civics, citizenship and multicultural education. It describes
how Victorian children and young people will be equipped
with the knowledge, skills and motivation they need to be
active citizens locally, nationally and internationally. It builds
upon the Governments broader education and multicultural
policies, Towards Victoria as a Learning Community and
Victorias Advantage - Unity, Diversity, Opportunity.
The Victorian Government views citizenship and informed
civic participation as the cornerstone of a successful,
cohesive and prosperous multicultural, secular and multi-
faith society. Our children and young people need to know
how to participate actively in civic life and to interact
harmoniously with the diverse cultures and faiths around
them. High quality civics, citizenship and multicultural
education are the keys to achieving our vision.

4 Unity through Diversity
Context
Citizenship and informed civic participation are the
cornerstones of our successful, cohesive and prosperous
multicultural society. We want our children and young people
to understand their roles, rights and responsibilities as
citizens, and to know how to contribute actively to civic life in
their local, state, national and global communities.
Our children and young people must be empowered to
be active citizens of their communities and our society.
Citizenship emphasises the shared values of all Australians,
regardless of background, and encourages their full
participation in society. The future of our productivity, our
diversity and our social cohesion depends on many things,
including ensuring our young people participate in high-
quality civics and citizenship education.
The way in which individuals understand and respond to
cultural diversity shapes both individual lives and broader
society, particularly given the increasingly global nature
of modern life. Young people benet from developing their
intercultural understanding, and from understanding how
particularly in Victoria cultural, religious, racial and
linguistic diversity has helped to build a vibrant community
and a strong economy.
Victorias future economic growth depends on our capacity
to undertake business internationally so we must invest in
creating a workforce with the language and cultural skills
that enable Victorians to compete, innovate and succeed in
the global marketplace. More than any previous generation,
young Victorians interact with the wider world through
technology, travel, study and work. We must equip our
young people with the skills they need to succeed in an
increasingly competitive and interconnected world.
Civics and citizenship education, multicultural education
and intercultural understanding are key aspects of Victorian
and Australian education policies, curriculum frameworks
for schools and early childhood settings. They are part of
ensuring our children and young people are prepared for the
future.
Existing policies and frameworks position Victoria to deliver
excellence in both civics and citizenship education and
multicultural education and to contribute to the Victorian
Governments commitment to make Victorian education
even better and ensure our performance matches the best
in the world.
Towards Victoria as a Learning Community (2012) is based
on the premise that every Victorian deserves a world class
education that gives them the skills to succeed in life
1
.
Those skills include:
core academic skills based on sound literacy and
numeracy, and ICT skills
self-motivated learning and the capacity for leadership
and decision making
integrity and responsibility to ones community
health and wellbeing as part of a positive outlook on life
creativity and problem-solving capacity
intercultural and language capabilities.
2
The Governments school reform agenda targets universal
excellence that improves the life chances and contributions
of all young Victorians
3
and aims to equip Victoria with the
global, competitive advantage it needs to prosper, driving
economic growth and labour productivity.
4
Our commitment to civics, citizenship and multicultural
education is consistent with the Melbourne Declaration on
Educational Goals for Young Australians
5
which outlines
1 Department of Education and Early Childhood Development 2012, Towards Victoria as a Learning Community, Melbourne, page 4.
2 Department of Education and Early Childhood Development 2011, Victoria as a Learning Community Extended Special Lecture Melbourne Graduate School of
Education, Melbourne.
3 Department of Education and Early Childhood Development 2012, Towards Victoria as a Learning Community, Melbourne, page 4.
4 Ibid.
5 Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians, Melbourne.
Unity through Diversity 5
a vision for education shared by all Australian states and
territories. The Melbourne Declaration values the central
role of education in building a democratic, equitable and just
society a society that is prosperous, cohesive and culturally
diverse, and that values Australias Indigenous cultures as
a key part of the nations history, present and future. The
educational goals include all young Australians becoming
active and informed citizens, who act with integrity,
appreciate and promote diversity, understand Australias
civic structures and national values, and are responsible
citizens.
The Melbourne Declaration guides the development of the
Australian curriculum. The Foundation to Year 10 Australian
curriculum includes both the cross-curriculum general
capability Intercultural Understanding and the learning area
Civics and citizenship. Within the Civics and Citizenship
curriculum Citizenship, diversity and identity is one of three
focus areas in the Knowledge and Understanding strand.
AusVELS, the Victorian curriculum framework for Foundation
to Year 10 students, adapts and incorporates the Australian
Curriculum subject areas and general capabilities to meet
our priorities and ensure our high standards are maintained.
AusVELS provides a structure for the development of skills,
knowledge and understanding in civics, citizenship and
multicultural education. However, our vision is one where
civics, citizenship and multicultural education are embedded
across the curriculum and beyond the walls of the classroom.
Civics, citizenship and multicultural education are about,
and for, all students. They must permeate all aspects of
curriculum, pedagogy, school practices and policies.
The Victorian Governments vision for civics, citizenship
and multicultural education is complemented by the
Governments visions for languages education and English
as an additional language (EAL). Languages education
enhances student learning outcomes and facilitates effective
participation in Victorias multicultural, multilingual and
multi-faith society, along with the global community. EAL
education ensures EAL learners develop prociency in
English and intercultural skills to allow them to engage
fully in their education, the workplace and community life.
To participate as active and informed local, national and
international citizens, our children and young people must
develop intercultural understanding, high-level English
language skills, and competency in more than one language.

6 Unity through Diversity
Our vision is that all learning and development settings
provide Victorian children and young people with the
knowledge and skills to contribute to our multicultural
society as active and informed citizens - locally, nationally
and internationally. Realising our vision will benet learners,
their families, their teachers and educators, schools and
other education settings, and their communities, as well as
providing broader economic and social benets for Victoria.
There are many benets when learning and development
settings acknowledge and value learners experiences, and
cultural and linguistic skills. Learner engagement increases;
respect, resilience and self-worth are enhanced; and
responsibility, citizenship and social inclusion is fostered.
Curriculum and pedagogy are both enriched by the
inclusion of a broader range of perspectives, experiences
and approaches. Learning can be contextualised, either by
bringing the content to within learners experience, or by
Benets
broadening learners experience beyond the early childhood
setting, classroom, school, home and family.
Civics, citizenship and multicultural education provides
opportunities for all learners views to be listened to,
respected and valued in inclusive learning environments.
Student representative councils and student participation
in school councils are examples of learners exercising their
voice to inuence their education.
Civics, citizenship and multicultural education compels us to
take responsibility for our actions, both as individuals and
as members of a multicultural, multilingual and multi-faith
community. It provides individuals with a sense of belonging
and shared vision, and opens up opportunities for dialogue
and partnerships with the broader local community and
communities across the globe.
Unity through Diversity 7
Principles
The strategies we put in place to achieve our vision will be
guided by four key principles:
1. Participation and inclusion
Active citizenship and intercultural understanding are
promoted and developed through policies and practices
which promote equal rights and responsibilities; counter
racism and promote mutual respect; and develop knowledge
and understanding of cultural, linguistic and religious
differences. Access to technology is equitable and enables
participation with the broader community locally, nationally
and globally. All learners, regardless of age, background
or socio-economic status, are actively engaged in learning
and development and community life, and develop
the knowledge and skills to contribute to the broader
community.
Learning and development settings ensure inclusive teaching
and learning practices, recognise and value the backgrounds
of all children, young people and their families; encourage
participation in the life of their community; and promote an
open and understanding attitude towards different cultures,
religions and beliefs.
2. Quality learning environments
Quality learning environments value civics, citizenship and
multicultural education and ensure children and young
people have the knowledge, understanding and skills to
participate in their local and global communities.
Learning and teaching acknowledges children and young
peoples cultural, religious and linguistic background. Early
childhood settings, schools and higher education and skills
settings recognise these factors and use them to enhance
the educational experiences of learners and their families.
3. Diversity of educational approaches
Learning and development settings provide diverse and
exible approaches to civics, citizenship and multicultural
education, which reect the cultural, religious and social
make-up of their learners and community.
Multicultural education and teaching and learning about
civics and citizenship extend beyond the documented
curricula for Civics and Citizenship, English as an Additional
Language, Languages and the general capability
Intercultural Understanding. The learning extends to all
areas of the curriculum and is evidenced in all policies,
practices and pedagogies of school and early childhood
settings.
4. Collaboration with the broader community
Families are the rst and most important inuence in a
childs life, shaping the attitudes and values that will support
children and young people to maximise their education,
experience and capacity to contribute to broader local and
global communities.
Collaboration with learners, families, communities, local
government and business is essential to effective civics,
citizenship and multicultural education, and brings mutual
benets, maximises learner engagement and achievement,
and builds more resilient communities.

8 Unity through Diversity
Strengths
Victoria is building on a successful foundation of civics,
citizenship and multicultural education. Civics, citizenship
and multicultural education is supported by Government
policies in education, multicultural affairs and citizenship
that value and reect Victorias dynamic, culturally diverse,
multilingual and multi-faith communities.
Victorias Multicultural Affairs and Citizenship policy
Victorias Advantage Unity, Diversity, Opportunity
recognises that each Victorian plays a part in shaping the
future of our State. By valuing and embracing our diversity,
we can continue to realise the benets of a cohesive and
multicultural society.
Victorias diverse community is reected in our learning
and development settings. In 2013, 145,369 students in
government schools (26.2%) identied as coming from
language backgrounds other than English. Of these, 50,961
(35%) students were learning English as an Additional
Language (EAL). Not only is our diversity one of our most
valuable assets, it provides the opportunity for our early
childhood settings, schools, educators and learners to
develop the intercultural understanding and skills required
to participate in our multicultural community.
As well as including civics and citizenship and multicultural
perspectives across the curriculum, Victorian students,
teachers and schools create and participate in a wide
range of activities that align with our vision and principles.
A sample of these activities is included below.
Student Representative Councils
Students develop knowledge and understanding of
democratic processes in the classroom and through
participation in Student Representative Councils (SRCs).
SRCs provide students with the opportunity to actively
engage, participate, lead and learn. SRCs enable student
voices to be heard and students interests and concerns to
be addressed. SRCs exist in schools across all sectors and
regions of Victoria.
Victorian students have established their own democratic
network of SRCs - the VicSRC. The VicSRC is a student-run
organisation working to strengthen SRCs so that they can
speak and act on behalf of secondary students in schools
and throughout Victoria. The VicSRC is auspiced by the
Youth Affairs Council of Victoria (YACVic) and receives
funding from the Department of Education and Early
Childhood Development.
Student leadership and student voice in schools are
also encouraged through programs such as the VicSRC
developed student-led professional learning sessions
Teach the Teacher, which bring students and teachers
together to discuss teaching and learning.
Student Conventions and Congresses
The State Schools Constitutional Convention program
also supports students civic learning and participation.
Students participate in regional constitutional conventions
where they become familiar with key documents that
govern their lives, such as the Australian Constitution,
and debate current political issues. Students who
attend regional conventions have the opportunity to
attend the annual State Convention at Parliament House
in Melbourne and the annual National Convention in
Canberra.
Unity through Diversity 9
A State Junior School Council Congress is also conducted
each year, for senior primary school students. Students
conduct research in their schools around the Congress topic,
before coming together at Parliament House to listen to
speakers, present their ideas, develop and debate motions
or bills and vote on issues of contemporary signicance.
The Constitutional Convention and Congress programs
are supported by the Department of Education and Early
Childhood Development, in conjunction with the Catholic
Education Commission of Victoria, Independent Schools
Victoria, Social Education Victoria and the Victorian
Parliament Education Ofce.
Premiers Spirit of ANZAC Prize
More than 300 Year 9 and 10 students from government,
Catholic and independent schools participate each year in
The Premiers Spirit of ANZAC Prize. The Prize promotes
understanding of the service and sacrices tendered by
veterans in war and peace. Students submit an entry that
explores the ANZAC spirit and Australian values, with
winning students participating in an overseas study tour
of sites where Australians have served in war, centred on
Gallipoli or the Western Front.
Through these civics and citizenship activities, students
engage with issues that impact on their lives as citizens
in multicultural Victoria and Australia, and as citizens of
the world. Questions such as Is Australia a good global
citizen? or Going global: the opportunities and challenges
of our online world allow students to explore ideas from the
individual context to the global.
Sister school partnerships
As schools increasingly incorporate global and international
perspectives within their curricula and teaching practices,
there is growing interest in developing global partnerships.
Sister school partnerships bring signicant benets to
students, teachers and school communities.
Sister schools support the development of global
perspectives and intercultural competence. Schools in
Victoria have established strong networks and partnerships
with schools across the globe. More than 350 Victorian
government schools have sister school partnerships with
schools in other countries including China, Indonesia,
France, Germany, Japan and the United States.

10 Unity through Diversity
Many schools organise regular visits to their sister schools.
Students and teachers also engage with each other outside
the visits using technology. Students work together on
projects across the schools, speak in the language they
are learning and build relationships. These relationships
support international experiences and cultural exchanges that
foster international understanding. Teachers collaborate on
curriculum planning, pedagogical approaches and observation
of classroom practices to share professional practice.
Anti-discrimination initiatives
The Department actively promotes diversity as an asset and
encourages schools to eliminate discriminatory behaviour.
Bully Stoppers, a series of tools and resources that empower
school communities to prevent all forms of bullying, is one
example. A specic section of Bully Stoppers examines racial
and minority groups that experience bullying. Students,
parents, teachers and principals can access Bully Stoppers
online learning courses, fact sheets, lesson plans and vodcasts.
Schools can also access Courage to Care, an exhibition and
education program run by Bnai Brith and supported by the
Department. Courage to Care examines issues of prejudice,
racism and resistance though the history of the Holocaust.
Students are encouraged to reect on the choices they make
when confronted by situations involving prejudice, whether
that be racism or bullying behaviour.
Local school-based activities
Victorian schools are encouraged to develop activities and
initiatives that develop and strengthen relationships with,
and meet the needs, of their local communities. Schools
and students develop and implement programs that
encourage students to take active roles in determining and
contributing to the culture of their school and community.
Lyndhurst Secondary College students, for example, formed
a working group to address incidents of racial conict
within their school community. The resulting representative
group, Multipride, runs lunchtime activities, participates in
leadership programs and has developed partnerships with
the Centre for Multicultural Youth and the Casey City Council.
Schools across Victoria hold ceremonies to celebrate cultural
diversity and citizenship. School councils approve the form of
these ceremonies to ensure they are inclusive of all students
and consider the diversity of cultures and beliefs in the school
community. Ceremonies can include singing the Australian
National Anthem, acknowledging the symbolic importance
of the Australian National Flag and other ags including the
Australian Aboriginal Flag and Torres Strait Islander Flag,
and student recitals of a declaration, such as the Australian
Oath of Allegiance, or an oath devised by the school council
expressing ideals of citizenship and celebrating cultural
diversity.
Unity through Diversity 11
Schools teach about and celebrate cultural diversity through
activities including units of study exploring students cultural
backgrounds; Harmony Day concerts; community members
talking about their lives in other countries; and cultural
activities such as art exhibitions and musical events. The
Victorian Multicultural Commissions Community Grants
Program provides grants for schools to run events like these
during Cultural Diversity Week.
The Victorian Multicultural Commission also awards the
Victorian Multicultural Awards for Excellence to individuals
and organisations that have supported cultural diversity and
promoted community harmony. One such example is Yarra
Primary School which has developed a whole school cultural
diversity program Unity Through Diversity which includes
multicultural and global perspectives across the curriculum.
The program raises awareness of, and support for, the
needs of migrants and refugees and develops the students
sense of community. Students identify their own cultural
heritage and are encouraged to ask questions and explore
their beliefs. Students learn from visiting cultural artists and
an annual Yollywood production promotes their newly
developed talents to the wider community.
Early childhood development
The Victorian Early Years Learning and Development
Framework (VEYLDF) identies ve learning and
development outcomes for all Victorian children aged 0-8.
Two of these outcomes - Children have a strong sense of
identity and Children are connected with and contribute to
their world - link directly to the Civics and Citizenship area of
Victorias AusVELS curriculum.
The VEYLDF also provides guidance for early childhood
professionals through eight practice principles, supported
by practice guides and evidence papers. The eight practice
principles include Equity and diversity which recognises
that childrens personal, family and cultural histories shape
their learning and development. This principle also ensures
that early childhood services are places where professionals,
children, families and community members share aspirations,
engage in learning from and with each other, and experience
a strong sense of belonging and acceptance. Similarly the
principle Respectful relationships and responsive engagement
provides support for early childhood professionals to develop
learning programs that acknowledge and build on childrens
culture, strengths and knowledge and encourage children to
understand, communicate and interact across cultures.
Intercultural understanding
As understanding of the skills children and young people
need to function effectively in the 21st century has grown,
schools have focused on developing the intercultural
understanding of students. In 2011, the Department
conducted the Intercultural Understanding Field Trial in 26
schools in partnership with the University of Melbourne
and La Trobe University. The trial investigated the
impact of teaching and learning practice for intercultural
understanding on student outcomes.
Findings from the eld trial revealed that intercultural
understanding was built by developing staff capability;
supporting positive interpersonal connections; and
promoting intercultural understanding across the school
so that it was not limited to specic subjects or one-off
curriculum units. These ndings align with our vision and
inform our actions to realise our vision.
The Department is currently a partner in an Australian
Research Council project, Doing Diversity: Intercultural
understanding in primary and secondary schools. This
project aims to build understanding and appreciation of
Australias social, cultural, linguistic and religious diversity,
and the ability to relate to and communicate across cultures.
Doing Diversity complements and builds on the research and
ndings of the Intercultural Understanding Field Trial. The
twelve Victorian schools involved in this 3 year study will
become lighthouse schools for intercultural understanding.
12 Unity through Diversity
Quality learning environments
multicultural education is not an optional extra and is
relevant to all learners
teachers and early childhood professionals have the
capacity and condence to engage with cultural diversity,
address discriminatory behaviour and build learners civics
and citizenship skills
learning and development providers are helped to identify
best practice in civics, citizenship and multicultural
education, and use this knowledge to promote and share
that practice with other providers
tools are available and used by learning and development
providers to monitor progress towards providing quality
civics and citizenship and multicultural education, to
understand what they are doing well and what needs to be
improved.
Diversity of educational approaches
learners acquire the knowledge and skills they need to
understand and fully participate in our multicultural,
multilingual and multi-faith society, including an
appreciation of key cultural aspects of our history, such as
our indigenous history, migration stories and the ANZAC
tradition
learning and development settings acknowledge learners
and families cultural diversity to ensure that all learners
are engaged in learning
civics, citizenship and intercultural understanding are
embedded across the curriculum so that learners are
provided with diverse perspectives that prepare them to
participate in society.
Collaboration with the broader community
families and learners understand that civics, citizenship
and multicultural education benet children and young
people in their lives outside the classroom
innovative partnerships between learning and
development providers, researchers, learners, families,
communities, and businesses are supported.
Civics, citizenship and multicultural education needs
to respond to constantly changing social dynamics and
circumstances. Diversity in Australia continues to evolve as
shown by the diversity of young peoples cultural and social
circles; intercultural and interreligious families; globalisation
and the associated increasing ow of ideas through
technologies and social media. Many learners have culturally
complex family backgrounds, and there is a high degree
of social mobility within our society. This diversication
positively challenges assumptions about cultures, sub-
cultures and cultural stereotyping.
We need to ensure that our programs and policies for civics,
citizenship and multicultural education keep pace with local
and global thinking, technological developments and other
changes young people in Victoria are experiencing.
Our vision, principles and actions provide the opportunity to
ensure:
Participation and inclusion
learning and development settings model democratic and
inclusive principles
learning and development settings are supported to
identify and address racism, stereotyping, discrimination
and other forms of prejudice
there are authentic opportunities for young people to be
involved in decision-making at schools and other education
settings and in the community.
Opportunities
Unity through Diversity C
Actions we will take
Unity through Diversity 13
support the development of programs and resources to
promote multi-faith understanding
support the development of programs and resources to
foster intercultural understanding
expand the Languages and Multicultural Education
Resource Centre collection to include resources for
bilingual and multicultural programs in early childhood
settings, including playgroups supported by the
Department.
Diversity of educational approaches
continue to support sister school partnerships and other
initiatives that foster global citizenship
develop initiatives to support student volunteering in local,
national and international contexts and programs that
encourage civic participation through student action teams
support schools to develop strategic whole school
approaches to civics, citizenship and multicultural
education
collect baseline data to provide an overview of the civics,
citizenship and intercultural capabilities of Victorian school
students. This data will include the National Assessment
Program Civics and Citizenship, which provides national
sample data for Year 6 and Year 10 students and was held
for the fourth time in 2013
analyse baseline data and further data collected over
time to determine how learners civics, citizenship and
intercultural understanding progresses.
Collaboration with the broader community
support partnerships between learning and development
settings, local governments and community organisations
which provide authentic opportunities for students to
participate in civics and citizenship activities and contribute
to decision making at a community level
in partnership with the Australian Football League develop
a program to encourage students to reect on, and
address, racism in sport, schools and our communities.
We are committed to implementing a number of actions to
ensure we realise our vision For all Victorian learning and
development settings to equip children and young people
with the knowledge and skills to participate in and contribute
to our multicultural society as active and informed citizens -
locally, nationally and internationally.
These actions will align with our four principles: participation
and inclusion; quality learning environments; diversity of
approaches; and collaboration with the broader community.
They will build on our strengths and harness the opportunities
so that educators, learners and learning and development
settings are supported to realise the vision. We have
established a dedicated unit in the Department of Education
and Early Childhood Development to provide this support.
These actions will take a common sense approach and will
ensure that civics, citizenship and multicultural education is
embedded across the curriculum and beyond the walls of the
classroom.
Participation and inclusion
publish and promote guidelines to support schools and
early childhood settings to ensure their policies, processes
and practices are inclusive and respectful of cultural,
linguistic and religious diversity
continue to support the regional, state and national
Schools Constitutional Convention program, Junior
School Council Congress and other student forums and
conventions that encourage active citizenship and global
awareness, with a focus on ensuring that these activities
are accessible to all students.
Quality learning environments
provide professional learning for leaders and educators to
explore their own intercultural understandings and develop
their capacities to interact and engage with culturally
diverse learners, families and communities
promote resources to assist educators in addressing racist
behaviour and promoting tolerance and understanding
identify and publish case studies of learning and
development settings that have incorporated civics,
citizenship and multicultural perspectives along with
case studies of leading practice in student voice, civics,
citizenship and multicultural education