Asia priority in English History Barbara Bereznicki firstname.lastname@example.org Aim To build confidence in teaching about Asia in English and History Aim Don’t boil the ocean Chinese proverb 21st Century Capabilities What are 21st century capabilities? For students For teachers 21st Century Capabilities Cisco, a private company in the USA said in its paper Equipping Every Learner for the 21st Century, Cisco 2008 that: “… 70% of jobs created in the last decade were ‘interactive intensive’ … these interactions increasingly occur on a global scale putting a premium on cross-cultural knowledge and understanding, such as multilingualism, and the values of appreciation, understanding and respect. … The importance placed on creativity is matched by a need for employees to be far more adept at collaboration.” • Consider how English and History provide opportunities for students to build their ‘interactive intensive’ skills. Six modules for English and History • Walking in the footsteps of the dragon – Years 5 & 6 integrated English and History • Feudal Japan – Years 7 & 8 History • Folktales, Sijo, Anime and Cosplay: Stories that change lives – Years 7 & 8 English • Strangers bearing gifts: 19th century China – Years 9 & 10 History • Understanding China through literature – Years 9 & 10 English • Overarching Professional Learning module Introduction – Why Asia? • Melbourne Declaration (2008) • Australian Curriculum • Relationship building & good neighborly relations Australian Curriculum Asia and Australia’s engagement with Asia cross-curriculum priority • Not separate content areas • Priorities designed to equip young Australians with the skills, knowledge and understanding that will enable them to engage effectively with and prosper in a globalised world. Do all teachers need to teach the Asia priority? • Yes. • The Australian Curriculum identifies Asia and Australia’s engagement with Asia as a Priority across the curriculum and at all levels of schooling from Foundation to Year 10. • Asia literacy is therefore, a curriculum imperative and policy enacted through the Australian Curriculum. As such, all teachers, whether primary or secondary, regardless of sector and regardless of Key Learning Area are teachers of Asia literacy. Asia and Australia’s engagement with Asia – auditing tool Three themes and eight organising ideas to ensure that students: • learn about and recognise the diversity within and between the countries of the Asia region • develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. • have the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region. How do you do this now? Asia priority Organising Ideas links to the learning areas Australian Curriculum General Capabilities • Literacy • Numeracy • Information and communication technology capability • Critical and creative thinking • Personal and social capability • Ethical understanding • Intercultural understanding How do you teach these now? Joining the dots • Subject – content, pedagogy, skills, knowledge • Asia cross-curriculum priority • General capabilities How do these link? What do teachers need to deliver the Asia priority? Asia Literacy and the Australian Teaching Workforce research report (Halse et al 2013) identified five enablers that support teachers delivering the Asia priority in the Australian Curriculum. • • • • • Experience of Asia from work, study, travel or family connections Substantial, ongoing tertiary study and/or professional learning School connections to the countries of Asia Support from their school and school system Schools teach an Asia language • Website > AEF > Policy and research The research findings state that an Asia literate teacher: • Possesses expert knowledge of content, assessment strategies and pedagogy for teaching Asia related curriculum • Demonstrates familiarity with a wide range of Asia related resources • Actively builds intercultural understanding • Frequently, purposefully and seamlessly integrates Asia into the curriculum • Uses ICT to connect their students with students in Asia • Leads Asia related learning within and beyond the school How do you do this now? A note on pedagogy Consider whether there is a special pedagogy for teaching the Asia priority Mindfulness and predisposition? Survey Survey – an auditing tool for you and your faculty – adapted from the Halse research report 1. Complete the survey for you as an individual 2. and, as a member of a Learning Team What did you learn? Finding opportunities to teach the Asia priority in English History Cuc Lam’s suitcase Watch the video and decide how you might use it with students http://nationaltreasures.com.au/treasures/suitcase/ Visual literacy – observing not interpreting Families of Fortune – Chinese People In The Tweed. NSW Migration Heritage Museum – Video – observing not interpreting Finding opportunities to teach the Asia priority Sample mapping exercise A small group activity - choose two level descriptions and locate opportunities to infuse the descriptors with Asia content. Report back to whole group http://www.asiaeducation.edu.au/curriculum_resources/australian_curriculum_sample_maps.ht ml The modules The modules will be available online on the AEF website 1. 2. 3. 4. 5. 6. Walking in the footsteps of the dragon – Years 5 & 6 integrated English and History Feudal Japan – Years 7 & 8 History Folktales, Sijo, Anime and Cosplay: Stories that change lives – Years 7 & 8 English Strangers bearing gifts: 19th century China – Years 9 & 10 History Understanding China through literature – Years 9 & 10 English Overarching Professional Learning module Reading the modules – small group activity. How would you use them in your classes? Survey – please take a few moments to complete su.vc/aef2013 Joining the dots Australian Curriculum subjects – English History – the core Professional Learning Asia and Australia’s Engagement with Asia – cross curriculum priority The General Capabilities Australian Professional Standards for Teachers Research – What Works and the Prof. Chris Halse’s work (available on the AEF website) Resources on the AEF website Websites • • • • • • Aussieeducator.org.au – go to Site map Difference Differently Chinese Museum – language on the goldfields unit Scootle ABC Splash Resource Banks: http://www.asiaeducation.edu.au/curriculum_resour ces/resources_banks.html For English and History teachers Geography of Thought. How Asians and Westerners Think Differently … and Why. Prof. Richard E. Nisbett Australia's Asia: From Yellow Peril to Asian Century David Walker and Agnieszka Sobocinska For teachers – a few recommendations • Texts in translation – rich sources of intercultural understanding • Haruki Murakami – Kafka on the Shore • Yasunaria Kawabata – Snow Country • Banana Yoshimito - Kitchen • William Dalrymple - all • Amatav Ghosh – Hungry Tide • The Toss of a Lemon - Padma Viswanathan More • The Thousand Autumns of Jacob de Zoet – David Mitchell • Miss Chopsticks – Xinran Xue • The Last Empress – Anchee Min • Wild Swans – Three daughters of China – Jung Chan • Amy Tan – all • Phryne Fisher’s Murder Mystery - Ruddy Gore – a surprise awaits you!