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Leading 21st Century Schools Victoria:engage with Asia project
Melbourne Declaration on Educational Goals for Young Australians
• Goal 1
• Equity and Excellence: schooling contributes to a socially cohesive society
• Goal 2
• Successful learners: able to make sense of their world
• Confident and creative individuals: have a sense of self worth and identity; relate well to others
• Active and informed citizens: appreciate Australia’s social, cultural and linguistic diversity; communicate across cultures especially Asia; act as responsible global and local citizens
Melbourne Declaration on Educational Goals for Young Australians
• ‘India, China and other Asian nations are growing and their influence on the world is increasing. Australians need to become ‘Asia literate’, engaging and building stronger relationships with Asia…’
Australian Curriculum
• General capabilities– Includes Intercultural Understanding
• Cross curriculum priorities– Asia and Australia’s engagement with Asia– Aboriginal and Torres Strait Islanders– Sustainability
The priorities are about what all Australian students should know and understand about the country they live in, to be able to function in it and effectively in the world as Australians.
• A national focus through understanding Aboriginal and Torres Strait Islander priority
• A regional focus through engaging with Asia• A global focus through learning about sustainability
Global and Multicultural Citizenship programs
Asia skills? Asia literacy?
Asia skills film clips
NALSSP – National Asian Languages and Studies in Schools
Funding• Strategic Collaboration and Partnership Fund available to
organisations, including universities, higher education providers, businesses and Asian communities
• Becoming Asia Literate: Grants to schools – A direct outreach program of grants to schools run by the Asia Education Foundation.
• Australian Government National Projects
• for state and territory government and non-government education authorities
Studies of Asia projects within NALSSP
• ICT Professional Learning Programs• Study Tours for Principals and
Teachers • Teacher Qualifications upgrade
• Graduate Certificate or Masters Education (studies of Asia)
• Building Sustainable Asia-literate schools
• L21CSV Principals project
Leading 21st Century Schools Victoria – L21CSV
Victorian Partners:Government
DEECD, VASSP, VPAIndependent
AISV, AHISA, IPSHA, JSHACatholic
CECV, PAVCSS, VACPSP, VIEU – CPPA
• Principals Australia• ASPA, APPA, AHISA, CaSPA and • Asia Education Foundation
L21CSV– a national program, now expanded in Victoria
AIMS:• To support principals in
whole school change• To support teachers to
develop an Asia inclusive curriculum.
• To equip students with knowledge about the people and countries of the Asian region and the intercultural skills that will assist them to fully participate in the ‘Asian century’.
L21CSV– engage with Asia
HOW:• An overnight fully funded
principals’ forum • Funds for teacher release,
planning and resources• High quality teaching
resources • Priority access to a range of
professional development programs for teachers.
L21CSV– engage with Asia
WHAT:• $• Toolkit of resources• DVD• Networks• Quality teaching resources• Consultant advice• Priority to PD and study
tours• Online help
L21CSV– Progress so far
2009
Schools 85
Teachers 4352
Students 45812
2010 TOTAL
85 170
4408 8760
40847 86659
94% - a significant increase in support for SOA90% - a dramatic increase in teacher expertise90% - produced positive attitudes in school community to
an Asian LOTE
Curriculum Development
0%10%20%30%40%50%60%70%
Prior to L21CSV 6%
Since L21CSV 49%
In 2011 67%
Axis Title
Student Learning in relation to SOA
Student learning does not include SOA
Typically includes discov-ery, understanding and ap-
plying knowledge about SOA often through food, flags, festivals and folk-
tales
Some analytical and eval-uative activities in studies of Asia, which enable them to begin the development of positive attitudes, skills
and intercultural under-standing
Student learning involves deep and rich learning
tasks and intercultural un-derstandings, which de-
velop in depth and breadth as students progress
across the school years
Prior to L21CSV 0.17 0.62 0.22 3%
Since L21CSV 0.02 0.3 0.61 7%
In 2011 0 0.07 0.44 48%
5%
15%
25%
35%
45%
55%
65%
Prior to L21CSV 3%Since L21CSV 7%
In 2011 48%
Global and regionally-engaged
Asia-literate young Australians
Resources and opportunities for Studies of Asia
PD
Online Resources
Wikisites : general and units
Features of an Asia-literate school
4
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.
CURRICULUM
SOAA 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.
