Department of Education

GOAL 6: Dynamic, creative and internationally recognised arts community and culture
Standard 6.3: Promote awareness of Tasmania’s multicultural past and present
6.3.2 Number of schools integrating multicultural perspectives in the curriculum
Primary
Implementation
Program
In 2011, 109 primary schools offered a language program in Chinese, French, German, Indonesian, Italian or
Japanese. These programs incorporate an intercultural language learning approach.
Studies of Asia
Agreements
to support
intercultural
approaches
Studies of Asia is integral to Asian languages programs and work continued to integrate this area across the
curriculum, particularly in the area of the arts. A number of schools have established connections with overseas
sister schools, sharing aspects of arts, language and culture.
Australian Curriculum schools are being encouraged to embed Studies of Asia as a cross-curriculum priority of the
new Australian Curriculum.
The department has agreements and relationships with a range of countries to support the learning and teaching
of their languages and cultures in Tasmanian schools. These include the Goethe Institute, the French Embassy,
the Italian Government, the Japan Foundation, the Consulate General of the Republic of Indonesia and the
Chinese Consulate General.
Contribution towards the benchmark
Tasmania is an increasingly diverse society, with a wide range of cultures. The department is committed to
increasing respect for our multicultural heritage and promotes a number of initiatives that schools can access
to further support multicultural education across Tasmania. In 2010, 82.1%* of schools integrated multicultural
perspectives into their curriculum, this is an increase from the 2009 figure of 81.0%.
* All colleges of the Tasmanian Academy, and the Tasmanian Polytechnic were not included in 2010 data collection but will be
reported in next year’s data collection.
Standard 6.5: Identify, conserve and present significant representations of the built and
movable heritage and cultural landscapes
6.5.1 Number of enrolments in cultural heritage courses (Skills Tasmania) **
Contribution towards the benchmark
Cultural heritage courses were available through the University of Tasmania and the VET system. Higher
education courses included higher degree, postgraduate and undergraduate courses in Architecture,
Environmental Design, Tourism (History and Heritage units), and Law (Heritage Law units).
VET institute courses were for architects, librarians, archivists, historians, conservators, museum or gallery
curators, architectural associates, library technicians, museum or art gallery technicians, library assistants, and
museum or gallery attendants.
In 2010, 837 participants undertook cultural heritage courses, which is below the 2010 target of 1,000. However,
this was an increase on the 2009 figure of 781 indicating that participation is moving in the right direction.
** Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.
6.5.2 Percentage of significant items conserved
Contribution towards the benchmark
Preventing the deterioration of cultural heritage items remains an important focus for LINC Tasmania.
The 2010–11 treatment program for priority government records included: Lower Court records; 150 Public
Works Department plans; items from the Convict series; the Gaol Department, the Supreme Court and Lands
Department registers.
Non-government records included the newly acquired photographic material from the Mt Lyell Mining Company;
Gustav Weindorfer letters; records from St. George’s Church and photographs from the Trinity Bellringers.
Heritage collections work included exhibition and displays implementing current conservation standards;
treatment of new acquisitions such as J. C. Goodhart prints and the rehousing of The Cruise of the Beacon by
Bishop Nixon.
Appendices – Tasmania Together Activity Report – Goal 6
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