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© SBS 2018 ISBN: 978-1-76061-216-0

A STUDY GUIDE BY FIONA HALL

MODULE 3

CORE INCLUSION SKILLS

CONTENT HYPERLINKS

2 SYNOPSIS

3 LEARNING OUTCOMES AND BENEFITS FOR SCHOOLS

3 CONCEPTS COVERED IN THE ‘CORE INCLUSION SKILLS’ GUIDE

3 ACCOMPANYING VIDEOS

4 CURRICULUM LINKS RELATED TO THE ‘CORE INCLUSION SKILLS’

6 PREPARATORY ACTIVITY

7 FOCUS ON ‘ASSUMPTIONS’

8 FOCUS ON ‘OPEN-ENDED QUESTIONS’

9 FOCUS ON ‘STAY CURIOUS’

10 FOCUS ON ‘RESPECT’

11 SUGGESTED ASSESSMENT TASKS FOR THE CORE INCLUSION SKILLS MODULE

12 REFERENCES

SYNOPSISThe Cultural Competence Program (CCP) and the Cultural Atlas

The Cultural Competence Program (CCP) is an online training course aimed at building capability around cultural diversity in the workplace. It features engaging multimedia learning modules and a wealth of resources.

The CCP builds capability around cultural diversity. It helps Australian organisations navigate and maximise the benefits of cultural diversity in the workplace. The CCP for individuals is available as an app for tablets and mobile devices. The program builds capability around cultural diversity, and participants will gain practical skills and cultural specific knowledge for use both at work and in everyday life.

Topics covered include:• Diversity Works – the business case for investing in

diversity• Cultural Differences and Similarities• Core Inclusion Skills• Unconscious Bias• Cross-Cultural Communication (two modules)• Cultural Adaptation• Australia by the Numbers

The CCP provides a solid foundation in understanding what culture, diversity, inclusion and cultural competence mean. Whilst it is primarily aimed at building capabil-ity around cultural diversity in the workplace, secondary school students will benefit from undertaking the course in terms of increasing their own understanding of cultural diversity in Australia.

The CCP explores topics including cross-cultural commu-nication, addressing stereotypes, unconscious bias, diver-sity and the benefits of multiculturalism in the workplace. There are over sixty animations and films, including real people telling real stories. Also included are fun, interactive activities, plus options for further reading.

Working alongside the CCP, the Cultural Atlas is a sup-plementary resource designed to inform and educate in relation to cross-cultural attitudes, practices, norms, behaviours and communications.

The Cultural Atlas is a large scale online resource providing information about a range of cultures in Australia including:

• Core Concepts – cultural values• Etiquette, Do’s and Do Not’s• Greetings and Communication• Religion• Demographic Statistics• Business Culture

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LEARNING OUTCOMES AND BENEFITS FOR SCHOOLS

The Cultural Competence Program (CCP) and the Cultural Atlas

There are eight modules (and one summary module) within the CCP. The activities in this series of study guides are tailored to work with each specific module. Teachers may work through the modules and study guides in sequential order, or choose to work with modules and study guides that best suit their curriculum needs.

The Australian National Curriculum has been used as a guide for the basis of these activities. Teachers are advised to select and adapt the activities to suit the student age and stage of their class, and the curriculum foci and outcomes used in specific schools. The activities are also suitable, and strongly recommended, for use in pastoral care and student wellbeing programs.

The CCP and Cultural Atlas can be used in relation to the following subject areas of the Australian National Curriculum:

- Year 7–10 Civics and Citizenship

- Year 7–10 English - Year 7–10 Health and Physical Education - Year 7–10 Media Arts - Year 10 History

In addition, the CCP and Cultural Atlas relate to the fol-lowing General Capabilities within the Australian National Curriculum:

• Personality and Social Capability• Ethical Understanding• Intercultural Understanding

The seven study guides associated with the CCP and Cultural Atlas are:

• DIVERSITY WORKS• CULTURAL DIFFERENCES AND SIMILARITIES• CORE INCLUSION SKILLS• UNCONSCIOUS BIAS• CROSS-CULTURAL COMMUNICATION• CULTURAL ADAPTATION• AUSTRALIA BY THE NUMBERS

CONCEPTS COVERED IN THE ‘CORE INCLUSION SKILLS’ GUIDE

• Assumptions• Open-ended questions• Curiosity• Respect

Upon completion of the ‘Core Inclusion Skills’ module and related activities in this study guide, students will be able to:

• Understand some core practices essential to success-ful cross-cultural interactions

• Recognise some core behaviours essential to success-ful cross-cultural interactions

• Recognise that showing appropriate respect is at the heart of cultural competence

ACCOMPANYING VIDEOS

The following videos accompany this study guide, and can be accessed at <https://theeducationshop.com.au/cultural-competence-program/>

- Advice: Assumptions – Excerpts from interviews, where a variety of people give their views on making as-sumptions about others.

- Assumptions – Some key points to bear in in mind when communicating across cultures. - Advice: Open-ended Questions – Advice from experienced managers on the use of open-ended questions

when communicating. - Open-ended Questions – Explains what open-ended questions are, and how to use them effectively. - Advice: Stay Curious – Advice from experienced managers on the benefits of engaging fully when communi-

cating with people from different cultures to your own. - Stay Curious – This video explains how showing knowledge and curiosity about another person’s culture will

help to craft a respectful conversation. - Advice: Show Respect – Excerpts from interviews, where people discuss the importance of showing respect

when communicating. - Show Respect – This video summarises several ways to show respect when communicating, and gives some

tips on how to avoid appearing disrespectful.

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CURRICULUM LINKS RELATED TO ‘CORE INCLUSION SKILLS’

Civics and Citizenship

YEAR 7Citizenship, diversity and identity• How Australia is a secular nation and a multi-faith society

with a Christian heritage (ACHCK051 - Scootle)• How values, including freedom, respect, inclusion, civility, re-

sponsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052 - Scootle)

• How groups, such as religious and cultural groups, express their particular identities; and how this influences their per-ceptions of others and vice versa (ACHCK053 - Scootle)

YEAR 8Citizenship, diversity and identity• The values and beliefs of religions practised in contempo-

rary Australia, including Christianity (ACHCK065 - Scootle)• Different perspectives about Australia’s national identity,

including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066 - Scootle)

• How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067 - Scootle)

YEAR 9Citizenship, diversity and identity• The influence of a range of media, including social media,

in shaping identities and attitudes to diversity (ACHCK080 - Scootle)

• How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081 - Scootle)

English

YEAR 7Language: Language variation and change• Understand the way language evolves to reflect a changing

world, particularly in response to the use of new technol-ogy for presenting texts and communicating (ACELA1528 - Scootle)

Language: Language for interaction• Understand how accents, styles of speech and idioms ex-

press and create personal and social identities (ACELA1529 - Scootle)

Literature: Literature and context• Identify and explore ideas and viewpoints about events,

issues and characters represented in texts drawn from dif-ferent historical, social and cultural contexts (ACELT1619 - Scootle)

Literature: Responding to literature• Reflect on ideas and opinions about characters, settings

and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620 - Scootle)

Literacy: Interpreting, analysing and evaluating• Analyse and explain the ways text structures and language

features shape meaning and vary according to audience and purpose (ACELY1721 - Scootle)

• Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723 - Scootle)

Literacy: Creating texts• Plan, draft and publish imaginative, informative and persua-

sive texts, selecting aspects of subject matter and particu-lar language, visual, and audio features to convey informa-tion and ideas (ACELY1725 - Scootle)

YEAR 8Language: Language for interaction• Understand how conventions of speech adopted by com-

munities influence the identities of people in those commu-nities (ACELA1541 - Scootle)

Literature: Literature and context• Explore the ways that ideas and viewpoints in literary texts

drawn from different historical, social and cultural con-texts may reflect or challenge the values of individuals and groups (ACELT1626 - Scootle)

Literature: Responding to literature• Understand and explain how combinations of words and

images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628 - Scootle)

• Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807 - Scootle)

Literacy: Interacting with others• Plan, rehearse and deliver presentations, selecting and

sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731 - Scootle)

Literacy: Creating texts• Create imaginative, informative and persuasive texts that

raise issues, report events and advance opinions, using de-liberate language and textual choices, and including digital elements as appropriate (ACELY1736 - Scootle)

YEAR 9Language: Language for interaction• Understand that roles and relationships are developed

and challenged through language and interpersonal skills (ACELA1551 - Scootle)

Literature: Literature and context• Interpret and compare how representations of people and

culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633 - Scootle)

Literacy: Texts in Context• Analyse how the construction and interpretation of texts, in-

cluding media texts, can be influenced by cultural perspec-tives and other texts (ACELY1739 - Scootle)

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Literacy: Interpreting, analysing and evaluating• Interpret, analyse and evaluate how different perspectives of

issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742 - Scootle)

Literacy: Creating texts• Create imaginative, informative and persuasive texts that

present a point of view and advance or illustrate argu-ments, including texts that integrate visual, print and/or audio features (ACELY1746 - Scootle)

YEAR 10Language: Language for interaction• Understand how language use can have inclusive and

exclusive social effects, and can empower or disempower people (ACELA1564 - Scootle)

Literature: Literature and context• Compare and evaluate a range of representations of

individuals and groups in different historical, social and cultural contexts (ACELT1639 - Scootle)

Literature: Responding to literature• Reflect on, extend, endorse or refute others’ interpreta-

tions of and responses to literature (ACELT1640 - Scootle)• Evaluate the social, moral and ethical positions represent-

ed in texts (ACELT1812 - Scootle)

Literature: Creating literature• Create literary texts that reflect an emerging sense of per-

sonal style and evaluate the effectiveness of these texts (ACELT1814 - Scootle)

• Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644 - Scootle)

Literacy: Interpreting, analysing and evaluating• Identify and analyse implicit or explicit values, beliefs and

assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752 - Scootle)

• Use comprehension strategies to compare and contrast information within and between texts, identifying and ana-lysing embedded perspectives, and evaluating supporting evidence (ACELY1754 - Scootle)

Literacy: Creating texts• Create sustained texts, including texts that combine spe-

cific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756 - Scootle)

Health and Physical Education

YEARS 7 AND 8Personal, Social and Community Health• Investigate the impact of transition and change on identi-

ties (ACPPS070 - Scootle)• Evaluate strategies to manage personal, physical and

social changes that occur as they grow older (ACPPS071 - Scootle)

• Investigate and select strategies to promote health, safety and wellbeing (ACPPS073 - Scootle)

• Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074 - Scootle)

• Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (ACPPS075 - Scootle)

• Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communi-ties (ACPPS077 - Scootle)

• Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079 - Scootle)

YEARS 9 AND 10Personal, Social and Community Health• Evaluate factors that shape identities and critically analyse

how individuals impact the identities of others (ACPPS089 - Scootle)

• Investigate how empathy and ethical decision making con-tribute to respectful relationships (ACPPS093 - Scootle)

• Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096 - Scootle)

• Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097 - Scootle)

• Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098 - Scootle)

History

YEAR 10Depth study – Migration experiences (1945 – present)• The contribution of migration to Australia’s changing

identity as a nation and to its international relationships (ACDSEH147 - Scootle)

Media Arts

YEARS 7 AND 8• Experiment with the organisation of ideas to structure stories

through media conventions and genres to create points of view in images, sounds and text (ACAMAM066 - Scootle)

• Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067 - Scootle)

• Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068 - Scootle)

• Plan, structure and design media artworks that engage audiences (ACAMAM069 - Scootle)

• Present media artworks for different community and insti-tutional contexts with consideration of ethical and regula-tory issues (ACAMAM070 - Scootle)

YEARS 9 AND 10• Produce and distribute media artworks for a range of

community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077 - Scootle)

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PREPARATORY ACTIVITYTeachers are advised to conduct the following preparatory activity before engaging with the CCP and the Cultural Atlas. Talking about cultural diversity, bias, discrimination, the importance of inclusivity and related ideas requires maturity and understanding of others. While the CCP and activities contained in this study guide clearly aim to increase students’ awareness of the importance of inclusion in a culturally diverse society, certain discussions may cause existing biases and stereotypes to surface.

With this in mind, it is extremely important to spend time creating a safe and inclusive classroom environ-ment. Suggested activity to help establish this:

ACTIVITY

Establishing Class Ground RulesThe aim is to establish a classroom environment that encourages openness, positive behaviour and expected standards of interaction with other class members. Teachers are to lead a discussion that invites students to develop a series of Class Ground Rules. Ideas to include:

1. Respect Others: You may hear ideas and opinions that may differ from your own. Try and take in new information without judgement and keep an open mind. Be mind-ful of your words and body language and ensure these reflect a respectful attitude. Learn by listening to others.

2. Own Your Own Values: Speak personally (e.g. ‘I feel …’ or ‘In my experience …’). Avoid overtly negative, accu-satory or generalised statements when interacting with

others in your class. If you disagree with a class member, remember to challenge their opinion not the person.

3. Be Open and Honest: All students have the right to ask questions without fear of judgement. It is impor-tant that everyone be given the opportunity to learn as much as possible. If you are not confident in asking a question in front of the class, make sure you approach your teacher personally.

4. Respect and Confidentiality: Everything said in the classroom stays in the classroom. When sharing per-sonal anecdotes, avoid using real names and carefully consider what personal information you chose to share with the class.

5. Share ‘Air Time’: Students are encouraged to express their ideas and opinions. Allow others to share and don’t monopolise discussion. You are not obligated to speak; it is fine to say ‘pass’.

Once the class has established their Ground Rules together, teachers should formalise these and display/make copies available to all students. These can be referred to during your engagement with the CCP and the Cultural Atlas.

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ACTIVITY

FOCUS ON ‘ASSUMPTIONS’As a class, brainstorm the term ‘assumptions’. Note down key concepts that you relate to this term and discuss as a class. How do you think the concept of ‘assumptions’ relates to cultural competence?

View the ‘Advice: Assumptions’ clip, where you will hear general advice from a range of experienced managers relating to the concept of ‘assumptions’ and the negative impact they can have when working with others. As you view the clip, record notes on the following table:

As class, view the clip ‘Assumptions’ and answer the following questions:

1. What was the range of general advice from managers of culturally diverse teams in relation to working with people from different cultural backgrounds?

2. Considerandreflectuponthecommonlyheldcul-tural assumption that ‘the meaning we convey is the meaning that will be received.’ Can you think

of an example of this? How can such an assump-tion be avoided?

3. It is clear that assumptions can lead to stereo-types and unfair judgements about individuals and groups. In small groups, discuss a time where you (or someone you know) formed an opinion based on assumptions. What was the outcome?

Advice around ‘assumptions’

Reasons for their advice (how they see ‘assumptions’ impacting communication and relationships)

Mario Pascucci

Jing Han

Lyn Kemmis

Arfa Noor

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ACTIVITY

FOCUS ON ‘OPEN-ENDED QUESTIONS’View the clip ‘Advice: Open-ended Questions’ and record notes on the table below.

Thinking back to the ideas around ‘assumptions’ in the previous activity, how can asking open-ended questions help to reduce the forming and impact of assumptions?

As class, view the clip ‘Open-ended Questions’ and answer the following questions:

1. What is the purpose of asking open-ended questions? Explain with relation to a person’s answers, knowledge and feelings.

2. How do open-ended questions differ from close-ended questions? Can you give an example of each type of question in relation to the same topic?

3. What types of words and phrases do open-ended questions typically begin with?

4. Explain how a close-ended question about meeting a deadline can be altered to an open-ended question,

and the benefit of this?5. Why is careful and open listening a crucial factor in

cross-cultural communication?6. How can open-ended questions help ensure the

intent aligns with the impact when communicating cross-culturally?

It is clear that open-ended questions are a vital part of effective cross-cultural communication. Visit the following site which provides suggested tip for understanding and using open-ended questions: <https://www.wikihow.com/Ask-Open-Ended-Questions/>

Advice around asking open-ended questions

Reasons for their advice (the benefits of asking open-ended questions)

Lyn Kemmis

Marizio Pascucci

William MacKinnon

Pip Spilsbury

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with, as this will allow them to actu-ally ask a member of that culture their open-ended questions. This may happen within the class, or outside of school. Have students report back on the process. What questions worked well?

Working in pairs, students are to prepare a presentation on ‘How to Ask Open-ended Questions’. Students should research and present their top ten tips on the process and include a role-play showing the difference between open-ended and close-ended questions. Students are to film their presentations, editing the finished product and find a suitable audience within their school (e.g. other classes, a staff meeting) to show their completed film.

Working in pairs, visit the Cultural Atlas <https://culturalat-las.sbs.com.au/> and research a culture different to your own. Devise a series of open-ended questions that you would pose to a person from your selected culture. Use the following checklist when forming your questions:

• Recognise the charac-teristics and language ofopen-ended questions.

• Specify boundaries

• Use open-ended ques-tions as follow ups forother questions

• Probe for clarity• Invite creativity

If possible, students should compose their open-ended questions based on a culture that they have direct contact

ACTIVITY

FOCUS ON ‘STAY CURIOUS’Cultural competency is an ongoing learning process, and as such, staying curious is a vital part of this process in terms of asking questions and doing your research.

Advice around ‘staying curious’ Reasons for their advice (the benefits of ‘staying curious’)

Mandi Wicks

Hakan Harman

Jing Han

Jay Borthwick

Peter Khalil

As a class, view the ‘Advice: Stay Curious’ clip and record your notes on the following table:

As class, view the clip ‘Stay Curious’ and answer the following questions:

1. How is curiosity a sign of cultural respect?2. What is a good example of a culturally curious ques-

tion to ask someone?3. Why is it important to be mindful about culturally

taboo discussion areas? How could you develop anunderstanding of such areas?

Revisit the culture you researched on the Cultural Atlas in the previous activities on ‘Open-ended Questions’. What are some ar-eas that are culturally taboo for your selected culture? Share and compare with students researching other cultures. Are there similari-ties between taboo discussion areas across cultures? Note any major differences in cul-turally taboo areas across cultures.

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ACTIVITY

FOCUS ON ‘RESPECT’Finding a way to show respect to people of different cultures is at the core of cultural compe-tence. As a class, view the ‘Advice: Show Respect’ clip and record notes on the following table:

As class, view the clip ‘Show Respect’ and answer the fol-lowing questions:

1. The clip begins with the following quote by Baltasar Gracian: ‘Respect yourself if you would have others respect you.’ What do you think this quote means? How does it relate to the concept of cultural competence?

2. Why do you think there is such a cross-cultural similarity regarding the need to be shown respect?

3. How is respect a way of helping someone feel a sense of identity, connection and belonging? Explain with reference to a real-life example of a time when you have either received or shown respect.

4. What is the core advice in relation to showing respect as part of developing your own cultural competency?

The ‘Show Respect’ clip cautions us to be mindful that what is a sign of respect in one culture can be seen as disrespectful in other cultures. They give the example of

making eye-contact in relation to North American versus African cultures.

Revisit the culture you have been looking at within this module on the Cultural Atlas. What are the signs of respect and disrespect relevant to that culture? Share and com-pare with students researching other cultures. Are there major similarities/differences across cultures in terms of signs of respect and disrespect?

The clip refers to Abraham Maslow and his work on the Hierarchy of Human Needs. This is a psychological theory centred on humans’ innate desire for fulfilment. Maslow stated that ‘All humans have a need to feel respected’.

Looking at the Hierarchy of Human Needs (inset left), discuss where you think the concept of ‘cultural respect’ would fit? Why do you think this is a crucial part of some-one’s sense of identity and belonging?

We all belong to different social groups, different families and a range of different cultures. Belonging means to feel a sense of welcome and acceptance, and in the same man-ner as our identities, there are many forms of belonging. As a class, discuss the following questions:

• Whathappenstoapersonwhofailstofindasense of belonging?

• How are the concepts of ‘respect’ and ‘belong-ing’ related?

Advice around ‘respect’ Reasons for their advice (the benefits of showing ‘respect’)

Peter Khalil

Adam Manovic

Arfa Noor

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Writing:

Select one of the following prompts as the basis for an expository essay. Ensure that your reflection refers to the idea of cultural competence, and the key concepts covered in this module:

• We gain our sense of identity from interact-ing with others.

• We will only find belonging in the place between sameness and difference.

• Cultural identity is a benchmark for under-standing others.

• Sameness and difference does not matter as long as there is belonging.

• Our sense of belonging is strongly con-nected to our cultural identity.

Cultural Profile:

Here is a summary of the advice from the Core Inclusion Skills module:

• Avoid making assumptions about people and also about how your messaging is received.

• Use open-ended questions, both to get meaningful answers in a respectful way and to test whether com-munication is clear.

• Be open, curious and knowledgeable. Do your research and don’t be afraid to ask questions.

• Finally, show respect for the individual and their culture and allow space for differences. If you can find a way to respect their culture, they are likely to find a way to respect yours.

Using these four tips, as well as the knowledge you have gained from undertaking the activities contained within this study guide, select someone you know from a culture differ-ent to yours and undertake a ‘cultural profile’ of this person. Devise a list of questions you would like to ask them, ensur-ing you don’t make assumptions and that you have con-ducted thorough research into their culture to help form your questions. Visit the Cultural Atlas for this. You can choose to present your ‘cultural profile’ in any of the following formats:

• Hard copy poster• Digital display such as

Prezi or Google Slides

• A podcast• A filmed interview

When complete, have a class display of all the ‘cultural profiles’. Invite other classes to come and view the profiles.

The Pitch ‘#respect’:

The world is an amazing place and humanity is remarkable because of the diversity of the cultures that exist. When you open yourself up to learning about other cultures and how other people behave and carry themselves, you enrich yourself as well as an individual.

This module leaves us with the following statement: ‘If you can find a way to respect their culture, they are likely to find a way to respect yours. #respect’. It is clear that finding ways to show respect for people from different cultures is at the core of cultural competence.

Working in small groups, storyboard and create your own pro-motional campaign (filmed clip, poster, digital) that promotes the ideas contained in this module under the overall title of ‘#re-spect’. Your promotion must include the four key points of advice from this module relating to developing core inclusion skills, and it should be aimed directly at your school community.

Groups are to present to the class and provide a detailed analy-sis of the choices you made when creating your promotion.

SUGGESTED ASSESSMENT TASKS FOR THE CORE INCLUSION SKILLS MODULE

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This study guide was produced by ATOM. ISBN: 978-1-76061-216-0 editor@atom.org.au

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Screen Literacy, Multiliteracy and Media Studies, visit <https://theeducationshop.com.au>.

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REFERENCESThe Australian Curriculum, <https://www.australiancurricu-

lum.edu.au>, accessed July 24 2018.Cultural Atlas, <https://culturalatlas.sbs.com.au>, ac-

cessed July 23 2018.

WikiHow, <https://www.wikihow.com/Ask-Open-Ended-Questions/>, accessed August 4 2018.

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