1Leading 21st Century Schools Victoria : Engage with Asia

Leading 21st Century Schools Victoria: Engage with Asia

Induction Program

 

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Aims of Induction Program

 Aims

Participants will:

Slide 1.1

• Understand why it is important for their school community to engage with Asia

• Be introduced to the rationale and the intent of the National Statement for Engaging Young Australians with Asia in Australian Schools

• Be introduced to the 3 stages of Awareness, Audit Curriculum and Develop Curriculum

• Consider ideas for raising awareness in their own school setting.

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National Statement

“Knowledge and understanding of Asia and Australia’s relationship with Asia make an important contribution to building the social capital of our nation: enriching Australians’ social, creative and intellectual development by extending their skills, vocational opportunities and aspirations; and developing an understanding of themselves, their own society and the richness of human experience”.

National Statement, page 4

Slide 1.2

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4 Key Reasons to Engage With Asia

•Being good neighbours and responsible global citizens

•Harmonious Australia

•Creative Australia

•Prosperous Australia 

Slide 1.3

5Leading 21st Century Schools Victoria : Engage with Asia

Module 1:

The importance of engaging young Australians with Asia

Leading 21st Century Schools: Engage with Asia

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Module 1: The importance of engaging young Australians with Asia

Module delivery plan

Step 1: The importance of Asia globallyStep 2: The implications of the National Statement for

leaders and schools

Step 3: What might an Asia engaged school look like?

AimsTo develop the capacity of participants to:

• understand the significance of Asia • understand the key messages contained in the National Statement • explore the implications of the National Statement for school leaders and schools

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New economic world order

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NZ, US and UK have Asian education initiatives

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Implications of the National Statement for school leaders

Personal reflection

• Draw on the National Statement and your experience to consider the implications of the statement for you as a school leader. What might you need to do?• Jot down your thoughts in point form

Share reflections

• In groups of 3-4 share your thoughts• Combine the team’s thoughts into a consolidated list

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Curriculum activity in an Asia-engaged schoolState or Territory education priorities / curriculum

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Learning from others Aims

Participants will:

 

Slide 1.4

• Learn of good practice undertaken by schools

• Gain an understanding of key strategies to audit curriculum, resources and expertise

• Identify possible change strategies 

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Framework for Moving Forward

AACDC• Awareness

• Audit Curriculum

• Develop Curriculum

Slide 1.5

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Reflections  

•In secondary schools (Page 10)

•In primary schools (Page 7)

•Early days (Page 13)

•Making a commitment real (Page 14)

•The small school (Page 15)

  What do you take from this story in terms of the Awareness, Audit the Curriculum, Develop the Curriculum processes?

Slide 1.6

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Auditing the Curriculum

•Rank their school’s Asia-literacy

•Investigate audit tools 

Slide 1.7

Aims

Participants will:

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Continuity for Stages of School Development

Slide 1.8

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An Asia Literate school can be summarised as: - The school community acknowledges the place of the Studies of Asia and Australia (SOAA) in the school documents and has a policy of incorporating these studies across learning areas in accordance with the National Statement on Engaging Young Australians with the Studies of Asia in Australian schools.

POLICY

*Audit curriculum, resources and staff to identify baseline and identify areas for improvement.

*School action plan being developed by an interested group of educators using the National Statement as a guide.

*There is a school action plan to implement the SOAA as set out in the national statement and it is being implemented.

CURRICULUMSOAA is delivered in small, occasional unrelated tasks.

SOAA occur in some learning areas presented through various topics.

SOAA are sequential and inter-related with multiple entry points for students.

The curriculum has some Asian content or stand-alone Asian studies.

SOAA is found in several learning areas and year levels.

The curriculum reflects the integrated scope & sequence of SOAA across the learning areas and the year levels.

IMPLEMENTATION Some teachers working in an isolated approach in some learning areas or across the curriculum.

Some teachers working together in learning areas or year levels across the curriculum or year levels.

There is a team commitment to a whole school, across the curriculum approach to the SOAA.

STUDENT OUTCOMES

Student learning is typically around food, flags, festivals and folktales of Asia.

Student learning develops positive values, attitudes and skills enabling them to develop intercultural understandings of and about Asia.

Student learning involves deep and rich learning tasks and intercultural understandings.

Features of an Asia-literate schoolSlide 1.9

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Developing the CurriculumSlide 2.1

Aims

Participants will:

• Be introduced to a policy based strategy and resources for building a sequenced inclusion of Asia in English/SOSE/Arts curriculum

• Understand policy underpinnings for the Studies of Asia

• Examine the Asia Scope and Sequence documents in the Toolkit to show how Asia-literacy can be mapped in existing curriculum

• Note supporting websites and resources   

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Curriculum CorporationSlide 2.2

http://www.curriculum.edu.au/ccsite/

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Asia Education Foundation Slide 2.3

http://www.asiaeducation.edu.au/default.asp

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Victorian Asia WikisiteSlide 2.4

https://studiesofasia.wikispaces.com/

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Auditing Slide 2.5

• What will I audit?

• What tools will I use?

• Who will carry out the audit?  

• When will it be completed? 

• What does it tell me?

• What are my next steps?

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What is an Asia-Engaged School?Slide 2.6

Pg 5 Teacher and school Resource

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Actions/TimelinesSlide 2.7

Action By….

End of today

End of 2009

PD days term 1/2010

1st network meeting

End term 1/2010

End semester 1/2010

2nd network meeting

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Networks

• Establish a minimum of two meeting dates (By March 2010 and September 2010)

• Appoint a contact person• Decide a venue• Ideas for discussion

– What have you achieved (AACDC)– Advice, speakers– Accessing support programs– What next

Slide 2.8

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What to do NextSlide 2.9

• Awareness – Speak to your community about the need for Asia–literacy in a broad context.

• Audit the curriculum (people and resources)

• Develop the curriculum (put a plan of action into motion)

• Attend 2 L21CSV principal meetings

• Access the support programs for your staff