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Hello and welcome to the newest episode of the study session hosted by your favourite undergrad uni students Jacinta and Amanda. We acknowledge and honour the Gaibal peoples, Jarawa peoples and Western Waka Waka peoples currently going through native title claim of this Toowoomba area. As the traditional custodians of the land and waterways where we learn, further we acknowledge the cultural diversity of the Aboriginal and Torres Strait Islander people and pay respect to elders past and present. We celebrate First Nation peoples as the oldest continuous living culture in the world. Under the concrete and asphalt, this is and always will be traditional Aboriginal land. We acknowledge the severity has been stated. Amanda and I are currently studying our Undergraduate Certificate of Teaching Primary and today we are focusing on a learning initiative that demonstrates inclusive practices and respect for culturally and linguistically diverse learners within the Ballsley Park Public Schools. Today's focus case study is on Ballsley Park Public School and how the teachers have all completed professional development in teaching Aboriginal children and embracing and acknowledging their culture, history and identities within their teaching. The learning initiative focuses on a variety of clubs and events the school celebrates and acknowledges such as Cultural Club and Reconciliation Week. The events the class and schools have hosted are supported by the teachers' additional tools given in their professional development with the Stronger and Smarter Institution who shared their story on YouTube. Looking into the learning initiative, the school focuses on supporting diverse cultural knowledges by exploring the learners' identities from cultures all around the world including Aboriginal, Spanish, Italian and Vietnamese. The Australian Curriculum Assessment and Reporting Authority, Version 9, also known as ACRA, identifies several general capabilities such as an intercultural understanding and ethical understanding that supports diverse cultural knowledge. It is important to understand what general capabilities are such as the intercultural understanding and ethnical understanding and how they support children's learning about a variety of subjects and developmental areas. To begin, the Australian Curriculum cites the general capabilities equip young Australians with the knowledge, skills, behaviours and dispositions to live and work successfully. By engaging with general capabilities within the curriculum and classroom practices, students develop a greater understanding of several learning areas. That's right. Extending on what you've just said, students develop intercultural understanding through a variety of learning opportunities including celebrating and acknowledging history and cultures within a classroom. Children can learn from traditional stories from their cultures including Indigenous Dreamtime stories such as Rainbow Serpent and How the Birds Got Their Colours. And how does that engage children's cultural perspectives? With this knowledge, children can explore and engage with cultural perspectives from past and present and interpret what is represented within the text. By the end of their primary school education, students should have engaged in cultural traditions and histories, empathise with others and reflect on intercultural experiences. So after researching the intercultural understanding learning continuum, we have found the sub-element empathise with others is strongly supported by the learning initiative. Throughout the video, teachers explore similarities between children from different cultures including the students of Aboriginal, Spanish, Italian and Vietnamese backgrounds. Teacher Danielle Wong taught a lesson on the importance of country, the displacement and loss of homes. Through this lesson, the children explore level two of the sub-elements. Children can imagine and describe the feelings of others and familiar situations. The children can empathise with one another as their teacher has completed relevant professional development that supports her in teaching children of different cultures and compare differences respectfully to her students. Through the lesson by Teacher Wong and events such as Cultural Club, children from Foundation to Year 6 engage with subjects and events that develop their intercultural understanding and empathy for others and their history. Extending off what you said on intercultural understanding, I found ethnical understanding is another general capability that is supported within our case study. Ethnical understanding explored by the Australian Curriculum, Version 9, states students can develop ethical understanding by exploring fictional and real life issues. By the end of Year 6, students should be able to confidently identify ethnical issues as bias, stereotypes and moral messages and discuss, compare and evaluate the messages through language. Within our case study on Bosley Park Public School, ethical understanding is represented by sub-element level three. Students should identify ethical concepts such as equality, respect and connectedness and describe some of their attributes. The school's Culture Club explores children's students' backgrounds and personal history, creating their stories to share with their peers and respect each other's backgrounds. Teacher George Rodas discusses the processes the Stronger Smarter program gave the teachers to instill within their classrooms to create high expectation relationships with students and learning. The students have utilised their new skills to create lessons that engage children to explore history and respect one another's backgrounds.