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The document discusses three cross-curricular priorities in the Australian curriculum: sustainability, Asia and Australia's engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. It then provides details about the Becoming Asia Literate Grants to Schools program which aims to develop resources focused on Indonesia at Roleystone Community College through activities like developing a scope and sequence, producing podcasts and animations, and purchasing books.
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www.matsiti.edu.au/apeid
An Assessment Of Project Teacher Exchange For ASEAN Teachers (TEACH) Program
This document discusses the Project Teacher Exchange for ASEAN Teachers (TEACH) program initiated by the Philippine Normal University. The goal of the program is to promote collaboration and exchange of best practices in teacher education among ASEAN countries. The paper reports on an assessment of the pilot program, which involved Thai teachers participating in training at the Philippine Normal University. It aims to identify strengths and areas for improvement in order to develop a model for international teacher exchange programs that can benefit other ASEAN communities. The program is part of broader efforts by the ASEAN Socio-Cultural Community to strengthen education cooperation and prepare students and teachers for regional integration through cross-border mobility and understanding of different cultures.
Advocating for Cultural Empowerment of Bilingual Students: Building Bridges ...
This session discusses advocating for cultural empowerment of bilingual students. It focuses on how cultural wealth and funds of knowledge from diverse cultures, particularly Hawaiian and Hispanic cultures, can be used as an asset to build agency and empowerment. These cultures influence language, literacy, and learning. The presentation explores parallels between Hawaiian and Hispanic cultures in how students use cultural influences to mediate their learning both inside and outside the classroom. It discusses defining bilingual, English language learners, and discusses culturally responsive pedagogical practices to reflect cultural awareness and sensitivity of diverse students. Specific examples of how Hawaiian and Hispanic cultures shape identity and literacy through practices like hula dancing, surfing, cooking, and storytelling are also provided.
General docs 1
<iframe src="//www.slideshare.net/slideshow/embed_code/key/G5ZRAklo9JwGyC" width="595" height="485"> </iframe> <div> <strong> <a>General docs 1</a> </strong> de <strong><a>Katerin Colcha</a></strong> </div>
General docs 1
This document provides information about an English portfolio created by student Katherine Colcha Estrada for the subject of English VI taught by teacher Edison Damian from April to July 2016 at the National University of Chimborazo in Ecuador. The portfolio includes sections on the mission and vision of the university and faculty, as well as details about the English VI course which involves 120 academic hours working on listening, speaking, reading and writing skills in English at a B1+ level on various topics to improve students' communicative competence.
Draft Summary Australian Curriculum History 1
The document summarizes the draft Australian curriculum for history. It outlines the key elements of the curriculum, including the rationale, aims, content descriptions organized by year level, and skills to be developed in historical inquiry. The curriculum takes a world history approach and includes depth studies on ancient civilizations, medieval societies, and Australian and world history. It is intended to help students understand their role as active citizens and contribute to shaping the future.
Draft Summary Australian Curriculum History May 2010
The document summarizes the draft Australian curriculum for history. It includes an overview of the curriculum's structure, content, and goals. Key points include:
- The curriculum takes a world history approach and includes a range of historical contexts.
- Content is organized into two strands - historical knowledge and understanding, and historical skills.
- Depth studies provide closer examination of particular topics or historical periods.
- Content is outlined for each year level from kindergarten to year 10.
Growing Languages
This document discusses growing languages in schools and communities in Australia. It outlines goals like raising the profile of languages, increasing the number of students studying languages beyond 100 hours, engaging students, and expanding tertiary language study. It notes experts say language learning builds communication skills, intercultural understanding, and engagement with other communities. The document also discusses implementing the Australian Curriculum, reviewing NSW language policy, and efforts by the Modern Language Teachers' Association to support language teachers and increase student opportunities.
Financial-Education-Paper-Insights-World
1) The document discusses insights from global experts on financial education and lessons that can be learned for Australia.
2) It highlights that while curriculum integration of financial education is an achievement, it is just the start and more work is needed to ensure high quality teaching. Many teachers lack confidence and training to teach financial education.
3) A whole-school approach is needed to coordinate financial education across the curriculum and involve school leadership. Financial education also needs to reach youth through multiple channels beyond just schools.
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Monday17.10.11
- 2. Australian Curriculum The Australian Curriculum has been written to equip young Australians with the skills, knowledge and understanding that will enable them to engage effectively with and prosper in a globalised world. Students will gain personal and social benefits, be better equipped to make sense of the world in which they live and make an important contribution to building the social, intellectual and creative capital of our nation. Accordingly, the Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face. With these considerations and the Melbourne Declaration on Educational Goals for Young Australians in mind, the curriculum gives special attention to these three priorities.
- 4. Asia and Australia’s engagement with Asia National Statement on Asia Literacy in Australian Schools 2011-2012. Published by AEF in September 2011. It supports the Melbourne Declaration and complements the Australian Curriculum. “ Global integration and international mobility have increased rapidly in the past decade. As a consequence, new and exciting opportunities for Australians are emerging… 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 strong relationships with Asia.”* The Melbourne Declaration on Educational Goals for Young Australians , Ministerial Council on Education, Employment, Training and Youth Affairs, 2008. The Melbourne Declaration sets a nationally agreed education agenda for Australia for the next decade.
- 5. Aboriginal and Torres Strait Islander histories and cultures
- 7. Becoming Asia Literate Grants to Schools(BALGS) There are 4 key components to the Grant 1. Writing a Scope and Sequence for Roleystone Community College. A team of 3 teachers across the college will be released from class over 3 days to develop this document with input and ratification by all staff. 2. Development and production of Podcasts/Mini films about the islands of Indonesia. Film and TV students will be involved in this project, producing podcasts that can be presented on the school website and integrated into the Scope and Sequence
- 8. Becoming Asia Literate Grants to Schools(BALGS) 3. Development of a DVD of a series of animations based on Indonesian Folktales. This will include 2 days off site for filming. 4. Purchase of $5000 worth of resources, mainly books to support the above initiatives. The majority of the Grant is allocated against teacher release to allow the flexibility in timetabling