Over the last 4 weeks of 9@Scotch, the Year 9 students have learnt about a number of contextual societal constructs under the banner of Intercultural Understanding. They’ve discussed Religion, Racism, Equality, Gender Equality, Peace and Conflict and Humanitarian Aid. 

We welcomed presenters from the Abraham Institute to facilitate a workshop with the Year 9 cohort. The Abraham Institute actively supports multi-faith and cross-cultural dialogue and understanding in their educational programs. The three presenters were Rachel Gillespie from the Progressive Judaism community, Munazza Khan from the Muslim and Pakistani communities and Jacqui Weber from the Christian community.

The students engaged in several guided activities:

1. Out of the Box: each presenter placed something of religious or cultural significance in a box. Student volunteers picked items out of the box, one at a time, and guessed what the item was and who it belonged to. The presenter it belonged to explained the significance behind it. Presenters invited questions after their explanations.
2. The Values Game: the facilitator read various values statements and students responded to each statement by remaining seated, standing or placing their hands on their heads – placing themselves on an agree/disagree continuum. Students demonstrate how their values influence their decision making and were given the opportunity to explain their choice. Students realised the value of seeing different perspectives of each issue. 
3. The Golden Rule Quotes: students split into groups and discussed the provided quotes based on the Golden Rule. The Golden Rule is the principle of treating others as one wants to be treated. It is a maxim that is found in most religions and cultures. It can be considered an ethic of reciprocity in some religions. The students offered suggestions as to what they think the common theme was. The facilitator informed the students of the origin of each quote.
4. Q and A: our students were most engaged during the Q&A session. Their questions were respectful and showed a high level of intercultural and interfaith awareness.

The feedback sought from the students focused on potential shifts in their thinking. Students stated that ‘religions have the same sort of values, just worded differently in their sacred books or scrolls (like treating others the way you would like to be treated). I also learned more about the Jewish and Muslim faith – it was very interesting. I realised that other religions and cultures are not that different to my own. We have more in common than not’.

Tracey Wallace
Service Learning Coordinator