Teachers are best placed to choose teaching and learning activities that are appropriate for their students, taking into consideration students' home circumstances and the resources available to them.
Students could:
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consider how some cultural practices (for example, the celebration of birthdays) might be affected by social restrictions, and reflect on what this tells us about the nature of the cultural practice and what is culturally valued
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participate in a virtual intercultural experience where they discuss a cultural artefact and its role in their culture – with parents or carers invited to be part of the discussion – and then reflect on what they have learned from each other
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read, share and compare folk tales from a range of sources, including from their own collection or online (for example, online from
Stories to Grow By or ebooks from the local library or State Library of Victoria), to identify what the story can reveal about the origin culture of the folk tale, for example values of cooperation, forgiveness or generosity, or cultural practices illustrated in the story
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as part of a study of work, investigate challenges for culturally diverse workplaces when working remotely and develop possible responses
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as part of a geographical or historical study, take a virtual tour of cultural landmarks, discuss their significance, consider how tourism as an intercultural experience influences our behaviour and attitudes, and consider the potential impact of travel restrictions
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as part of a Media Arts or Visual Arts task, examine how cultures are represented visually, such as in a collection of photographs (for example,
National Geographic’s series of photographs of soccer around the world), and discuss the purpose and effects of these representations.