Teachers must address biases that influence their value systems by examining their attitudes and beliefs towards cultural diversity (Villegas & Lucas, 2002), to gain respect and trust by the students. While the Australian Curriculum (AC) recognizes diversity and equality in schools, teachers need to strategize how to include these expectations in the curriculum. It is important that diversity education does not focus only on the “colorful” aspects of culture – food, fashion, flags as Marika did, at the expense of understanding where different and common beliefs come from and how they shape people. This approach risks overemphasizing difference and reinforcing stereotypes (Difference differently). It is important to incorporate diversity-related content into the curriculum and integrate diversity-related events such as Harmony Day assemblies, with classroom learning that explores diversity in greater depth; investigating different cultural beliefs and perspectives and the implications these have for all Australians. The more students experience familiar practices in teaching and are empowered to think differently, the greater the feeling of inclusion and the greater the likelihood of student success. Sam's strategy of consulting students and families about the curriculum adopted (what students will learn) enhances inclusive practices where students and families feel valued and willing to engage in learning. Blaise and Nuttal, 2011, p.88). Failure to provide an engaging curriculum that meets students' interests and needs will lead to low achievement, distracting behavior, and a high rate of absenteeism, (Brady and Kennedy, (2007, p. 7). Teaching Strategies in Response to Cultural Needs