Active Global Citizenship

Transcription

1 SCHOOL DEVELOPED BOARD ENDORSED COURSE Active Global Citizenship Stage 5 Note NSW Government and Catholic Education Commission NSW Schools Schools wishing to implement this course need to apply to the Board of Studies, Teaching and Educational Standards (BoSTES). This is a relatively simple process that involves schools completing the first page of the Board Endorsed Course (BEC) application form on the BoSTES site: Guidelines and Application Forms Booklet - School Developed and inserting the Rationale from the second page of the Active Global citizenship School Developed Board Endorsed Course. Schools should try to submit their applications to receive endorsement prior to subject selection time. Association of Independent Schools Individual schools should make a submission to the BoSTES for a School Developed BEC. Schools may seek advice from their BoSTES Liaison Officer (BoSTESLO) for help with this process.

2 Active Global Citizenship Stage 5 Page 2 of 24

3 Active Global Citizenship Stage 5 Contents Rationale 4 Aims 5 Objectives 5 Values Knowledge and Skills Outcomes 6 Content Overview 7 Core module 1 Global competency: 21 st Century awareness 8 Core module 2 Working together: collaborative learning 10 Core module 3 Making a difference: advocacy and action 11 Core module 4 Problems and solutions: enquiry and critical thinking 12 Elective module 1 Local action for change 13 Elective module 2 Nation action for change 14 Elective module 3 Global action for change 15 Elective module 4 School Developed action for change option 16 Assessment: Active Global Citizenship 17 Glossary 20 Support document 23 Page 3 of 24

4 Active Global Citizenship Stage 5 School Developed Board Endorsed Course Active Global Citizenship Active Global Citizenship is a Stage 5 course that is part of a suite of projects written as part of the Global Education Project NSW, a DFAT Australian Aid Program, federally funded project administered through the Professional Teachers Council NSW. The framework that underpins this course is titled Global Perspectives: A framework for the development of active citizenship in NSW schools and can be accessed at It is imperative that all teachers who teach this course are very familiar with this document. The five learning emphasies of global education (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures) are the basis through which Active Global Citizenship will be taught. Active Global Citizenship can be taught with expertise from any Key Learning Area, or as part of a conglomeration of teachers from a number of faculties. Rationale The Active Global Citizenship BEC prepares students, the citizens of the future, for effective and responsible participation in society. To be active, ethical, and effective global citizens, students must develop an understanding of the dynamic nature of human society, accept the cultures and contributions of diverse groups of people, and develop a thorough understanding of the social, economic and technological forces shaping students lives. Through the study of Active Global Citizenship, students will develop the capacity to engage, in an appropriate and informed manner, in the complex and interconnected world in which they live. The changing global landscape affects us all; and students require knowledge and understanding about the implications, permutations and interconnectedness of interdependence, globalisation; social justice; environmental; social and cultural sustainability; and what is effective action for change. Active Global Citizenship provides a meaningful overarching conceptual framework of knowledge, understanding, skills, processes, values and attitudes, for integrated experiential learning across all Key Learning Areas (KLA) in Stage 5. The Active Global Citizenship BEC course is designed to develop globally competent individuals. These students will be: aware, curious, and interested in learning about the world and how it works able to use the big ideas, tools, methods, and languages that are central to any discipline to engage with the pressing issues of the time and make a positive contribution. Globally competent students will investigate matters of global significance by identifying and understanding the 21 st Century areas of: diversity, inequality, global justice, peace building, sustainability and the effect of change. Students develop critical thinking, problem solving and communication skills in a co-operative learning environment that promotes informed active citizenship. Active Global Citizenship develops students research skills, including investigation and analysis; and action, critical thinking and ethical decision-making skills. Page 4 of 24

5 Active Global Citizenship Stage 5 Active Global Citizenship places emphases on personal efficacy, community engagement and workplace skills. Students gain knowledge and skills to develop appropriate responses to issues at a local 1, national and global level. Further, they will gain the understanding required to become informed, responsible and willing participants in social justice and change in a socially and culturally diverse world. Aims The aims of the Active Global Citizenship BEC, are for students to know and understand themselves as participants in a global society, become aware of their roles as global citizens; and develop skills in enquiry, action and evaluation through investigating the world. Objectives Students will develop knowledge and understanding about: the importance of global citizenship the interdependence and interconnectedness of the contemporary world local, national and global issues related to the five global education learning emphases. Students will develop skills: in analysis and action about real- world issues on a local, national and global scale to implement responsible action for positive change of local, national and global issues. Values The Active Global Citizenship BEC provides opportunities for students to focus on and develop the values of: respect responsibility co-operation care fairness democracy and to explore how these values operate when responding to issues and problems in the world in which they live. 1 local refers to the local area of students, or its equivalent in another place. Page 5 of 24

6 Knowledge and Skills Outcomes Active Global Citizenship Stage 5 Objectives Students will develop: 1. knowledge and understanding about the importance of global citizenship Stage 5 Outcomes A student: 1.1 analyses the importance of global citizenship in the 21 st Century 1.2 accounts for cultural differences when responding to issues 1.3 demonstrates critical thinking about global citizenship in the 21 st Century 2. knowledge and understanding about the interdependence and interconnectedness of the contemporary world 2.1 accounts for global interdependence 2.2 analyses the role of globalisation 3. knowledge and understanding of local, national and global issues related to the five global education learning emphases (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures) 3.1 identifies issues that relate at least one of the five global education learning emphases 3.2 analyses issues on a local, national or global scale 3.3 discusses action for change of human rights and social issues 4. knowledge and understanding about the purpose and role of advocacy 4.1 accounts for the different types of advocacy 4.2 explains the role of advocacy in change 5. skills in analysis and action research about real- world issues on a local, national and global scale 5.1 identifies research procedures/protocols in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6. skills to implement responsible action for positive change of local, national and global issues 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Page 6 of 24

7 Content overview Active Global Citizenship Stage 5 The content is divided into core and elective modules. The core should precede the elective modules. The course consists of four core modules and one elective participation module that consolidates the core modules through an experiential learning project. Core modules These cover the essential knowledge, skills and understandings that are pre-requisites for the successful completion of the active citizenship component, outlined in the elective modules. Modules 2, 3 and 4 are informed by the Global Education content of module 1. Elective modules Students choose from one of these four options to investigate a real-world problem at a local, national or international level, and develop and implement an appropriate plan of action. This is an experiential module, drawing on the knowledge, skills, and values from the core modules and developing a process of action. Active Global Citizenship Stage 5 CORE STUDY 70 indicative hours Core module 1: Global competency: 21 st Century awareness (25 hours) Core module 2: Problems and solutions: enquiry and critical thinking (15 hours) Core module 3: Making a difference: advocacy and action Core module 4: Working together: collaborative learning (15 hours) (15 hours) Electives (Choose ONE of the following) 30 indicative hours per elective Elective module 1: Local action for change Elective module 2: National action for change Elective module 3: Global action for change Elective module 4: School Developed action for change option Page 7 of 24

8 Active Global Citizenship Stage 5 Core module 1: Global competency: 21 st Century awareness Focus: Students develop an awareness of cultural context in a diverse but increasingly interconnected world. They develop an understanding of the difference between social justice and human rights, analyse peaceful solutions to conflict, the interdependence of nations and people, and realise the importance of sustainability for future generations. Stage 5 Outcomes A student: 1.1 analyses the importance of global citizenship in the 21st Century 1.3 demonstrates critical thinking about global citizenship in the 21 st Century 2.1 accounts for global interdependence 2.2 analyses the role of globalisation 3.1 identifies issues that relate at least one of the five global education learning emphases 3.2 analyses issues on a local, national or global scale 3.3 discusses action for change of human rights and social issues 5.3 communicates ideas and information for specific audiences and purposes Students learn about: Context definitions of social and cultural context Culture case studies Case studies of at least three cultures, including their own, and at least one from Asia and another from the Pacific beliefs attitudes and values identity stereotypical generalisations of cultural identity Social justice and human rights the differences and similarities between social justice and human rights the role of organisations in protecting human rights and encouraging social justice the eight Millennium Development Goals the impact of inequality and discrimination Peace building and conflict resolution ways conflict can be prevented or positively resolved the importance of building and maintaining positive and trusting relationships Students learn to: describe how aspects of culture reflect and affect identity recognise that people have different belief systems, values and attitudes that are reflected in cultural practices challenge the assumptions of stereotyping and generalisations based on ethnic background, beliefs or cultural practices define human rights and social justice through examples from the contemporary world analyse the role of national and international organisations in advocators of issues of human rights and/or social justice describe the eight Millennium Goals through examples investigate conflict resolution through examples differentiate between positive and negative conflict and explore the affects of each Page 8 of 24

9 Active Global Citizenship Stage 5 Case study: conflict resolution in contemporary society At least ONE local, national, or global issue or event related the the five global education learning emphases that has had a positive outcome. the issue or event background stakeholders different views, perspectives of the stakeholders impact of media on the issue or event action and outcomes examples of communication in coming to a consensus Globalisations impact on sustainable futures the complex social, economic and political links between people environmental, cultural and social sustainability the needs of past, current and future generations in Australia, and the Asia Pacific region, and their link to sustainability Global citizenship definitions of global citizenship differences in the attributes of global citizenship based on cultural diversity the importance of global citizenship in the 21 st Century describe the issue or event in relation to its nature investigate the main stakeholders: their characteristics and different perspectives identify the impact of the media of the issue or event discuss the action and outcomes, to the issue or event recognise that globalisation affects culture and national identity in positive and negative ways identify threats and opportunities of environmental, social and cultural sustainability summarise the changes to needs over time and suggest reasons for the changes define global citizenship account for the different factors that make a global citizen assess the importance of global citizenship in contemporary society Page 9 of 24

10 Active Global Citizenship Stage 5 Core module 2: Working together: collaborative learning Focus: Students develop skills in team work, role allocation and self and group management. Students develop an understanding of the nature of good governance and the factors that good governance includes. They will investigate case studies of community-based projects to understand the processes of planning, implementing and evaluating collaboratively. Students work together to identify opportunities for social engagement and action at a school or local community level. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.3 discusses action for change of human rights and social issues 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: Working together the processes involved in collaborative learning effective practises for collaboration and working with others personal skills and attributes needed to advocate change Good governance governance reasons good governance factors Community based projects the nature and purpose of community partnerships successful community partnerships and their factors for success Case study: community based project at school or local level At least ONE school or local issue or event related to the global education learning emphases. background stakeholders media involvement action and aims communication strategies Opportunities for new community-based projects ideas for new community-based projects that should result in action and positive change Students learn to: demonstrate collaborative learning through a presentation which summarises the processes and practices of collaborative learning recommend personal skills and attributes required to be an advocate for change define governance identify factors of good and bad governance through examples identify successful community partnerships and commonalities of success critically analyse and report on a community-based project, and the degree of collaboration to ensure positive change develop a checklist that could be adopted to ascertain the validity for the development of a collaborative school or community-based project. Page 10 of 24

11 Active Global Citizenship Stage 5 Core module 3: Making a difference: advocacy and action Focus: Students will develop an understanding about: the role of advocacy in affecting change the purpose of advocacy as a strategic and tactical process the language of advocacy and negotiation how to communicate ideas and issues to an audience. Students explore the five global education learning emphases from a range of contexts to examine examples of advocacy and their links to approriate action. Stage 5 Outcomes A student: 1.2 accounts for cultural differences when responding to issues 3.1 identifies issues that relate at least one of the five global education learning emphases 4.1 accounts for the different types of advocacy 4.2 explains the role of advocacy in change 5.3 communicates ideas and information for specific audiences and purposes Students learn about: Advocacy the nature and purpose of advocacy the language of advocacy the process of negotiation in advocating change how different cultural practices and perspectives affect communication and understanding the role of media in advocacy the ways in which advocacy and action can influence outcomes. Case study: Advocacy At least ONE local, national, or global issue or event related to a global education learning emphases, and the types of advocacy employed to engage change. the issue or event background characteristics of advocacy impact of media and culture on the issue, event or scenario action and outcomes through advocacy. Students learn to: describe the role of advocacy show examples of the language of advocacy apply skills of negotiation to scenarios discuss the role of culture in communication recognise the role of media in advocacy reflect on the effects and consequences of advocacy and its ability to influence for change describe the issue or event in relation to the type of advocacy its proposed analyse the characteristics of advocacy in this issue or event identify the impact of the media on the issue or event communicate ideas and information for specific audiences and purposes Page 11 of 24

12 Active Global Citizenship Stage 5 Core module 4: Problems and solutions: enquiry and critical thinking Focus: Students learn about a model for researching, understanding and critically evaluating local, national or global issues or events related to Global Educations five learning emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. Students will also acquire knowleldge about various decision-making models when action to an issue or event is required, as well as the ethical nature that should underpin all actions. Stage 5 Outcomes A student: 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes Students learn about: The model of a research plan Step 1 Identify the aim/purpose of the investigation Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Generate a number of focus questions to be addressed by the investigation Decide which primary and secondary data are needed to answer the focus questions Identify the techniques that will be used to collect the data Collect primary and secondary data Process and analyse the data collected Select presentation methods to communicate the research findings effectively Propose individual or group action in response to the research findings and, where appropriate, take such action. Moral decision-making model utulitarian approach rights approach fairness or justice approach virtue approach ethical problem solving Students learn to: explain the purpose of each step in the research plan outline data collection techniques that can be used when researching an issue differentiate between primary and seconday data summarise different presentation methods to communicate research findings identify an individual or group and describe how it responds an issue identify examples to differentiate each type of decision making through examples of issues relating to interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, or sustainable futures. Page 12 of 24

13 Active Global Citizenship Stage 5 Elective module 1: Local action for change (30 hours) Focus: Students investigate, design and implement a local or community-based action project that addresses an identified need from one of the five global education emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. They will reflect on, and evaluate, the effects of their actions before, during and after completion of the project. Students will use their collective knowledge, understanding, skills and processes acquired in Core Modules 1 4 to inform their thinking and actions. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: potential projects based on the criteria established in Core Module 4 Community-based project action project Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Identify the purpose of the project, including the: need (background) aims and objectives (desired outcomes) main stakeholders Propose action in response to identification of the need Identify strategies that will be used to advocate change for this project Generate roles required of the project and who will fulfill them Decide on a work plan, including a budget, and timeline Decide on a decision making model Proceed to implement the project Evaluate the project were the aims and objectives met Select presentation methods to communicate the evaluation findings effectively Reflection the art of self-reflection Students learn to: identify opportunities for engagement and action in their own school or local community work collaboratively to allocate roles and duties design and implement a plan of advocacy and/or action for a local or community-based project ensure that the plan is implemented according to the principles of good governance and ethical decisionmaking evaluate the success of the project in meeting its stated aims and objectives reflect on their own learning as a result of the collaborative engagement and participation of this project. Page 13 of 24

14 Active Global Citizenship Stage 5 Elective module 2: National action for change Focus: (30 hours) Students investigate, design and implement a national action project that addresses an identified need from one of the five global education emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. They will reflect on, and evaluate, the effects of their actions before, during and after completion of the project. Students will use the collective knowledge, understanding, skills and processes acquired in Core Modules 1 4 to inform their thinking and actions. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 5.2 applies collaborative skills to research and action 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: potential projects based on the criteria established in Core Module 4 Nationally-based action project the active involvement in the investigation, design, implementation and evaluation of a national project Step 1 Identify the purpose of the project, including the: need (background) aims and objectives (desired outcomes) main stakeholders Step 2 Propose action in response to identification of the need Step 3 Identify strategies that will be used to advocate change for this project Step 4 Generate roles required of the project and who will fulfill them Step 5 Decide on a work plan, including a budget, and timeline Step 6 Decide on a decision making model Step 7 Proceed to implement the project Step 8 Evaluate the project were the aims and objectives met Step 9 Select presentation methods to communicate the evaluation findings effectively Reflection the art of self-reflection Students learn to: identify opportunities for national engagement and action work collaboratively to allocate roles and duties design and implement a plan of advocacy and/or action for a national project ensure that the plan is implemented according to the principles of good governance and ethical decisionmaking evaluate the success of the project in meeting its stated aims and objectives reflect on their own learning as a result of the collaborative engagement and participation of this project. Page 14 of 24

15 Active Global Citizenship Stage 5 Elective module 3: Global action for change (30 hours) Focus: Students investigate, design and implement a global action project that addresses an identified need from one of the five global education emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. They will reflect on, and evaluate, the effects of their actions before, during and after completion of the project. Students will use the collective knowledge, understanding, skills and processes acquired in Core Modules 1 4 to inform their thinking and actions. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: potential projects based on the criteria established in Core Module 4 Global action project Step 1 Identify the purpose of the project, including the: need (background) aims and objectives (desired outcomes) main stakeholders Step 2 Propose action in response to identification of the need Step 3 Identify strategies that will be used to advocate change for this project Step 4 Generate roles required of the project and who will fulfill them Step 5 Decide on a work plan, including a budget, and timeline Step 6 Decide on a decision making model Step 7 Proceed to implement the project Step 8 Evaluate the project were the aims and objectives met Step 9 Select presentation methods to communicate the evaluation findings effectively Reflection the art of self-reflection Students learn to: identify opportunities for global engagement and action work collaboratively to allocate roles and duties design and implement a plan of advocacy and/or action for a global project ensure that the plan is implemented according to the principles of good governance and ethical decision-making evaluate the success of the project in meeting its stated aims and objectives reflect on their own learning as a result of the collaborative engagement and participation of this project. Page 15 of 24

16 Active Global Citizenship Stage 5 Elective module 4: School Developed action for change option (30 hours) Focus: This option provides an opportunity for students to develop their knowledge and understanding of a particular area of relevance that relates to at least one of the five global education emphases (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures) and is of particular interest to them; researching that area of interest; and communicating their findings. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance Students learn about: a specific area of interest related to one of the five global education emphases (listed above) research using specific processes/protocols related to the specific area of interest analysing issues using the internet and other secondary sources for research exploring different values and ethical perspectives evaluating learning processes and outcomes achieved methods of communicating Students learn to: outline an area of interest for research justify the research area in terms of its significance to global education, relevance to Active Global Citizenship and selfinterest identify the processes to be followed in conducting research conduct the research using a range of methods including information and communication technologies recognise different values and perspectives of the area of interest evaluate the learning achieved in relation to knowledge, skills and values Reflection the art of self-reflection communicate findings through a range of media reflect on their own learning as a result of the collaborative engagement and participation of this project. Page 16 of 24

17 Active Global Citizenship Stage 5 Assessment: Active Global Citizenship School Certificate Assessment Through the course a number of assessment tasks will be set. These tasks will include test and nontest tasks. Several of the assessment tasks will be identified and used for the purpose of allocating School Certificate grades. General Performance Descriptors For awarding grades in School Developed Board Endorsed Courses, the Board s general performance descriptions will be used. The general performance descriptors describe performance at each of five grade levels: A B C D E The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. The student has an elementary knowledge and understanding in a few areas of the content and has achieved very limited competence in some of the processes and skills. Assessment for learning Assessment for learning in Active Global Citizenship is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, understanding and skills. Assessment for learning involves teachers deciding how and when to assess student achievement, using a range of appropriate assessment strategies including self-assessment and peer assessment. Quality Assessment Practices The following Assessment for Learning Principles provide the criteria for judging the quality of assessment materials and practices. Assessment for learning: emphasises the interactions between learning and manageable assessment strategies that promote learning In practice, this means: teachers reflect on the purposes of assessment and on their assessment strategies assessment activities allow for demonstration of learning outcomes assessment is embedded in learning activities and informs the planning of future learning activities teachers use assessment to identify what a student can already do. Page 17 of 24

18 Active Global Citizenship Stage 5 clearly expresses for the student and teacher the goals of the learning activity In practice, this means: students understand the learning goals and the criteria that will be applied to judge the quality of their achievement students receive feedback that helps them make further progress. reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark In practice, this means: teachers use tasks that assess, and therefore encourage, deeper learning feedback is given in a way that motivates the learner and helps students to understand that mistakes are a part of learning and can lead to improvement assessment is an integral component of the teaching-learning process rather than being a separate activity. provides ways for students to use feedback from assessment In practice, this means: feedback is directed to the achievement of standards and away from comparisons with peers feedback is clear and constructive about strengths and weaknesses feedback is individualised and linked to opportunities for improvement. helps students take responsibility for their own learning In practice, this means: assessment includes strategies for self-assessment and peer assessment emphasising the next steps needed for further learning. is inclusive of all learners In practice, this means: assessment against standards provides opportunities for all learners to achieve their best assessment activities are free of bias. Active Global Citizenship particularly lends itself to the following assessment techniques: Inquiry-based research assignments and projects Assessment activities might include independent research tasks to investigate issues and processes, a web-based research assignment, or the development of a media portfolio. When this technique is used for assessment purposes, students could be assessed on their ability to: gather and analyse information research information communicate information. Fieldwork activities Assessment activities might include pre-project action research and post-project analyses as well as the actual project itself. Page 18 of 24

19 Active Global Citizenship Stage 5 Presentations Assessment activities might include prepared and impromptu oral presentations, role-plays, poster presentations, prepared video/audio tapes and displays. When these techniques are used for assessment purposes students could be assessed on their ability to: participate in scenarios communicate geographical information effectively using oral and graphical forms. Peer assessment Active Global Citizenship encourages the active involvement of students in the learning process. Opportunities exist for individual and collaborative work. Activities involving peer assessment might include evaluating the contributions of individuals to a group task, and reflecting on a peer presentation. Self-assessment Active Global Citizenship, students are encouraged to acquire basic skills to become self-directed learners. Opportunities exist for students to reflect on their progress towards the achievement of the course outcomes. This reflection provides the basis for improving their learning. Developing selfassessment skills is an ongoing process that becomes increasingly more sophisticated and selfinitiated as a student progresses. Page 19 of 24

20 Active Global Citizenship Stage 5 Glossary advocacy: the act of publically supporting an action or plan cultural sustainability: maintaining the co-existence of a variety of cultures within society while meeting our current needs and without diminishing the quality of natural or cultural environments or reducing the capacity of future generations to meet their own needs. environmental: concerned with or relating to the natural world in which we live. ethical: influenced by or arising from a system of moral beliefs about right and wrong. global citizenship: the capability and disposition of a person to understand and act on global issues of significance globalisation: the process by which the world is becoming increasingly interconnected as a result of increased trade, global migration and cultural exchange. The increase in activity has been brought about largely by advances in technology, transportation and communication. governance: strategies that make social, political and economic systems effective and equitable for all. A framework to enable formal and informal participation in decision-making processes for individual citizens and groups United Nations Development Report defines governance as: The exercise of political, economic and administrative authority to manage a nation s affairs. It is the complex mechanisms, processes and institutions through which citizens and groups articulate their interests, exercise their legal rights and obligations, and mediate their differences. The Australian Government defines good governance as: The competent management of a country s resources and affairs in a manner that is open, transparent, accountable, equitable and responsive to people s needs. human rights: international commitments to protect civil, political, economic, social and cultural rights as identified in the Declaration of Human Rights and the Convention of the Rights of the Child. interdependence: the relationship of mutual dependence between all elements and living things. It recognises that decisions and actions taken in one place have an effect on what happens elsewhere. justice: fairness in the way people are treated. The principle of fairness that: like cases should be treated alike. social justice: the application of the principles of equity, access, participation and rights for all people. social sustainability: meeting our current needs without diminishing established human rights, the quality of our natural and cultural environments, or the capacity of future generations to meet their own needs. stakeholder: a person, group or organisation that has an interest or concern in an organisation. utilitarian: intended to produce the greatest benefit for the greatest number of people. Page 20 of 24

21 Interdependence and globalisation Active Global Citizenship Stage 5 Interdependence: the relationship of mutual dependence between all elements and living things. It recognises that decisions and actions taken in one place have an effect on what happens elsewhere. Globalisation: the process by which the world is becoming increasingly interconnected as a result of increased trade, global migration and cultural exchange. The increase in activity has been brought about largely by advances in technology, transportation and communication. Identity and cultural diversity Identity: the specific characteristics particular to an individual or group within the world, a society or an institution. Cultural diversity: the variety of cultures that co-exist within the world, a society or an institution. Social justice and human rights Social justice: the application of the principles of equity, access, participation and rights for all people. Human rights: international commitments to protect civil, political, economic, social and cultural rights as identified in the Declaration of Human Rights and the Convention of the Rights of the Child. Peace building and Conflict resolution Peace building: actions that take place post-conflict with the aim of avoiding a re-lapse into conflict. Conflict resolution: the process of working through a disagreement or dispute with the aim of reaching a mutually acceptable outcome. Sustainable futures: the ways in which we can meet our current needs without diminishing the quality of natural or cultural environments or reducing the capacity of future generations to meet their own needs. Page 21 of 24

22 Active Global Citizenship Stage 5 Page 22 of 24

23 Active Global Citizenship Stage 5 Support document Active Global Citizenship Stage 5 Page 23 of 24

24 Support document: Active Global Citizenship Introduction This part of the document has been designed to assist teachers in understanding key aspects of the Active Global Citizenship Stage 5 School-developed BEC and to provide guidance for implementation. It shows how programs are underpinned by the principles of assessment for learning. Advice for constructing a suitable scope and sequence, with accompanying sample teaching and learning activities for both the core and some of the options, is provided. These sample units can be used as models for planning work for other Options. Establishing a scope and sequence plan A fundamental step in the design of effective teaching and learning programs is the establishment of a scope and sequence plan. This plan provides an overview of the modules to be taught and details the placement, sequence and duration of modules. When establishing a plan there are a number of factors to be considered: Course requirements The course acknowledges that schools require flexibility to design their Active Global Citizenship programs to best meet their specific needs and circumstances. Schools should refer to the course structure and decide on the most appropriate course of study. When establishing a scope and sequence plan the following course requirements must be met: all outcomes are to be addressed by the conclusion of the 100 hours students undertaking the 100 hour course must study the core and one of the options Further considerations When designing a scope and sequence plan, schools also need to consider: the specific needs of their students background knowledge and cultural heritage of their students and the wider community available resources links to other subjects in Stages 4 and 5, such as topics studied in English, Geography, History and Science subjects offered in Stage 6 building on other relevant school events and programs complementing related community initiatives and resources.

25 Sample scope and sequence plans As the core has been written as an introduction to Active Global Citizenship, it is recommended (and shown in Figure 1) that it be taught at the beginning of the course and in the sequence presented: Figure 1 Hours Core module 1 Global competency: 21 st Century awareness 25 Core module 2 Working together: collaborative learning 15 Core module 3 Making a difference: advocacy and action 15 Core module 4 Problems and solutions: enquiry and critical thinking 15 Elective Options Elective module 1: Local action for change, OR 30 Elective module 2: Nation action for change, OR Elective module 3: Global action for change, OR Elective module 4: School Developed action for change option Page 2 of 48

26 Sample units of work Core module 1: Global competency: 21 st Century awareness Focus: Students develop an awareness of cultural context in a diverse but increasingly interconnected world. They develop an understanding of the difference between social justice and human rights, analyse peaceful solutions to conflict, the interdependence of nations and people, and realise the importance of sustainability for future generations. Stage 5 Outcomes A student: 1.1 analyses the importance of global citizenship in the 21st Century 1.3 demonstrates critical thinking about global citizenship in the 21 st Century 2.1 accounts for global interdependence 2.2 analyses the role of globalisation 3.1 identifies issues that relate at least one of the five global education learning emphases 3.2 analyses issues on a local, national or global scale 3.3 discusses action for change of human rights and social issues 5.3 communicates ideas and information for specific audiences and purposes Page 3 of 48

27 Students learn about: Context definitions of social and cultural context Students learn to: describe how aspects of culture reflect and affect identity Core module 1 Teachers note: Provide the students with the Hofstede (onion) and Hall s (iceberg) theories of culture and note that culture has many different layers. The iceberg model delves beyond the behaviour of people and examines the values, attitudes and feelings of people. It demonstrates the different levels of culture, from the observable tip, to deeply set values, beliefs and attitudes that exist below the surface of the iceberg. The onion model of culture is representative of the layers of culture. You have been asked to develop a deep understanding of the cultural diversity that exists within your class. The purpose of the task is to investigate, recognise and respect that people have different cultures; culture is personalised; culture goes beyond observations; and that culture can be used to identify a person. Task 1 Explore different definitions of culture. Discuss the definitions provided by examining what characterises culture. For example: religion, gender, race or socio-economic status. Use the collated definitions as a base to develop and articulate your own understanding of culture. Discuss and compare responses and develop a class definition of culture. Culture case studies Case studies of at least three cultures, including their own, and at least one from Asia and another from the Pacific: beliefs attitudes and values identity stereotypical generalisations of cultural identity recognise that people have different belief systems, values and attitudes that are reflected in cultural practices challenge the assumptions of stereotyping and generalisations based on ethnic background, beliefs or cultural practices Task 2 Your task is to develop a personal iceberg or onion model of culture to represent your own culture. Use pictures and visual symbols to construct a pictorial iceberg or onion model of your own culture. Ensure layers or levels in your model are portrayed. (The model must encompass all key aspects of what makes up their culture). Task 3 Explore either an Asian or Pacific cultural group and produce a Venn diagram to show the differences and similarities between your own personal culture and your newly researched culture. To complete the task, you will need to research and investigate the characteristics of your chosen culture - going beyond the observable tip of the iceberg. You should now repeat the process and produce a Venn diagram that looks at another cultural group in the same way. Compare both cultural groups and your own and produce a Venn diagram with a clear discernment of the similarities that exist in all three cultures. Prepare a presentation for the class about your researched cultural groups - highlighting the differences and similarities between these cultures and your own. (Maximum 10 slides) Page 4 of 48

28 Social justice and human rights the differences and similarities between social justice and human rights the role of organisations in protecting human rights and encouraging social justice the eight Millennium Development Goals the impact of inequality and discrimination Peace building and conflict resolution ways conflict can be prevented or positively resolved the importance of building and maintaining positive and trusting relationships Case study: conflict resolution in contemporary society At least ONE local, define human rights and social justice through examples from the contemporary world analyse the role of national and international organisations in advocators of issues of human rights and/or social justice describe the eight Millennium Goals through examples investigate conflict resolution through examples differentiate between positive and negative conflict and explore the affects of each Examples of cultural websites: Chinese culture website Japanese culture website Samoan culture website Task 4 a) To begin, define the term human rights and discuss the differences/similarities in definitions between human rights and social justice. Use examples to illustrate your viewpoint and develop and articulate your definitions of the two terms. Use the link below to investigate the purpose of the 30 Articles of Human Rights or b) Research and identify examples of non-government organisations that are involved with human rights/social justice and outline the role they play in trying to achieve their common goal, or research and report on science experiments that have contravened human rights. (For example: World War II government experiments on soldiers in concentration camps) c) Research and critique at least two websites which explain the process of positive peace-building, using the website evaluation criteria form attached. Develop a simple flow chart to outlines the process in your own words, which summarises the websites that you have evaluated. Case study: Teachers note: You may choose any human rights issue that has had global attention. The task remains the same. Page 5 of 48

29 national, or global issue or event related the five global education learning emphases that has had a positive outcome. the issue or event background stakeholders different views, perspectives of the stakeholders impact of media on the issue or event action and outcomes examples of communication in coming to a consensus describe the issue or event in relation to its nature investigate the main stakeholders: their characteristics and different perspectives identify the impact of the media of the issue or event discuss the action and outcomes, to the issue or event d) Your class has been asked to report on the WikiLeaks Guantanamo Bay Detention Camps as a feature article in the next edition of the Global Print newspaper. This newspaper focuses on human rights and conflict resolution issues and it is read worldwide. You will be reporting on the degree to which the Guantanamo Bay Detention Camps have adhered to the Universal Declaration of Human Rights. Global Print is a comprehensive paper that thoroughly investigates the issue of human rights, and gives a detailed background of the human rights issues in question; the conflict surrounding the issue; organisations speaking out about the issue; and raises questions about any cultural typecast. Teachers note: Provide students with background information about the camps including the following Video: Road to Guantanamo and You will be divided into different groups, each of which provides a different perspective of the detention camp: detainees a family member/s of a current/past detainee human rights organisations (examples: Amnesty International, Human Rights watch, Human Rights council, United Nations, Human Rights council of Australia and Australian Human Rights centre) US government led by Bush (opening of Guantanamo Bay Detention Camps- January 2002) US government led by Obama (attempt to close the Guantanamo Bay Detention Campsstarted January 2009) a past US military joint task force officer at Guantanamo Bay Courts of Law (Habeas Corpus); legal systems media. e) In your allocated roles, prepare to take part in a news report. Write questions for the journalists and research the responses from the applicable stakeholders perspective. Use the following questions as the basis for your research. What is the Guantanamo Bay Detention Camp? Where is the Guantanamo Bay Detention Camp located? Who is being held at Guantanamo Bay Detention Camp? Why were the detainees perceived as guilty? (stereotypes and generalisations) How were the detainees judged? (Habeas Corpus, US Supreme Court.) What are human rights? What human rights issues are the detainees facing within the detention camp? Page 6 of 48

30 Globalisations impact on sustainable futures the complex social, economic and political links between people environmental, cultural and social sustainability the needs of past, current and future generations in Australia, and the Asia Pacific region, and their link to sustainability recognise that globalisation affects culture and national identity in positive and negative ways identify threats and opportunities of environmental, social and cultural sustainability summarise the changes to needs over time and suggest reasons for the changes Why have human rights organisations, such as Amnesty International, become involved? Describe their involvement. What are the different perceptions held about Guantanamo Bay detention camps? How has this detention camp continued to remain open? f) Write a newspaper report to the editor of Global Print, outlining what action you would like to see in relation to your perspective. This report should express a view of how this situation was handled, how these actions have impacted upon various lives, and a solution to the issue from your perspective. Task 5 You have been asked by the United Nations Cyber Bus to prepare an e-debate for their website which looks at diverse wants and needs around the world and their degree of sustainability. In order to complete the culminating activity - the debate - for the United Nations, you will need to do some preparation first. Your task is to: differentiate between wants and needs through a class brainstorm and using examples from classmates develop a series of questions, which could be asked to other people about their wants and needs. In small groups, or in pairs, ask the questions and discuss each others wants and needs how they are different from other students? Account for the differences. Prepare a verbal summary for the rest of the class. invite guest speakers from your cultural group and an Asia Pacific cultural group from a different generation, and ask them the same questions that you had prepared in the previous activity. In the same small groups, or in pairs, analyse their responses and account for the differences. prepare a written report which answers the following questions: o How are my wants and needs different to an older person, or a person from a different culture to mine? How individual are wants and needs? What collective wants and needs exist in our world? Conduct and video a class e-debate based on the question: Common needs of our world are unsustainable? The impact of globalisation on sustainable futures? Teachers note: You may choose any issue that has had global attention and is linked to sustainability it does not have to be animals. The task remains the same. Case study: the Giant Pandas of China. Teachers background notes: Due to the expansion of tourism, agriculture, population, urbanisation, industrialisation and manufacturing the habitat of the Giant Pandas is being destroyed. China is quickly becoming the world s largest economy. China has now become an industrialised and market-oriented society. This increasing reliability on Chinese manufacturing globally, places pressure on the natural environment of China and its environmental sustainability. Page 7 of 48

31 Further, globalisation and the world system of capitalism has impacted upon Chinese traditions. Aspects of Chinese culture, such as language, political system, modes of production, law, military, education, architecture, to customs, values, family structure, entertainment, and even costume and cuisine, has undergone tremendous change. Modern Chinese people have suddenly found themselves with a changed Chinese culture, identity and even landscape. a) Your task is to design a media campaign, in small working groups, with the theme of the impact of globalisation on the Giant Panda s sustainability. Your media campaign will include: a TV advertisement that highlights habitat destruction (using maps) through increased industrialisation and tourism in China a e-game or app to illustrate the threats that Giant Pandas face a leaflet that identifies the threats and the changes that need to be made, to try to stop the destruction of the Giant Pandas habitat through globalisation social media. These media campaigns and leaflets are to be viewed in class and discussed as a whole group. The campaign should be presented in class and displayed around the school where applicable. b) Finally, list the main stakeholders of this issue, and in stakeholder groups, design a consequence chart to illustrate the consequences of actions in reference to the Giant Pandas, or the what if questions, for each of the different groups. For example: What if the Panda s disappear? What if bamboo furniture remains popular? What if petrol prices are fixed at 20cents/litre? What impact does this issue have on cultural identity? Discuss, as a whole class, other examples of issues through which globalisation and modernity is affecting its sustainability. Other examples for The impact of globalisation on sustainable futures include: the representation of business interests in the media the importance of science discoveries and ideas in past and present cultures (e.g. astronomy, astrology and ecological development deforestation in areas of Indonesia and South America, and their impact on fauna. Page 8 of 48

32 Global citizenship definitions of global citizenship differences in the attributes of global citizenship based on cultural diversity the importance of global citizenship in the 21 st Century define global citizenship account for the different factors that make a global citizen assess the importance of global citizenship in contemporary society Task 6 Global citizenship a) Your task is to explore the 8 Millennium Development Goals that aim to reduce global poverty. Explain, by way of a report: what the goals are how they came about what the governments of the world have pledged to achieve the goals by You will then be allocated one of the eight goals. You are to present to the class a three minute radio script which will outline what the goal is about, why this goal is important, as well as three ways that this goal could be achieved. b) Discuss the term global citizenship; what it means; examples of citizenship in your school, local community and beyond, and the attributes that citizens commonly hold. What makes a global citizen? As a class, determine ten common attributes of a global citizen and develop an A4 e-poster, which illustrates these. c) Your final task is to work collaboratively to present to the school assembly a play that demonstrates your ten common attributes of global citizenship. Page 9 of 48

33 Core module 2: Working together: collaborative learning Support document: Active Global Citizenship Stage 5 Focus: Students develop skills in team work, role allocation and self and group management. Students develop an understanding of the nature of good governance and the factors that good governance includes. They will investigate case studies of community-based projects to understand the processes of planning, implementing and evaluating collaboratively. Students work together to identify opportunities for social engagement and action at a school or local community level. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.3 discusses action for change of human rights and social issues 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: Working together the processes involved in collaborative learning effective practises for collaboration and working with others personal skills and attributes needed to advocate change Students learn to: demonstrate collaborative learning through a presentation which summarises the processes and practices of collaborative learning recommend personal skills and attributes required to be an advocate for change Core module 2 Task 1 Governance Define governance and, using examples, identify factors of good and bad governance. Task 2 You have been working for a large human rights non-government organisation in the city for five years. Graduates are recruited each year to your organisation and spend six months learning the skills required to be in the field? You and your colleagues have been asked to provide guidance to this years new employees on collaborative learning; working as a team, as an essential part of your organisations culture and everyday life. Your task, as a group, is to: I. Research the processes and practices of effective collaboration, from a variety of sources, and present your findings to the new employees. Your presentation is to include: a. a maximum of 10 slides Page 10 of 48

34 Good governance governance reasons good governance factors Community based projects the nature and purpose of community partnerships successful community partnerships and their factors for success Case study: community based project at school or local level At least ONE school or local issue or event related to the global education learning emphases. background stakeholders media involvement action and aims communication strategies Opportunities for new community-based projects ideas for new community-based projects that should result in action and positive change define governance identify factors of good and bad governance through examples identify successful community partnerships and commonalities of success critically analyse and report on a community-based project, and the degree of collaboration to ensure positive change develop a checklist that could be adopted to ascertain the validity for the development of a collaborative school or community-based project. b. your understanding of collaborative learning c. the major steps in the learning process d. the advantages of collaborative learning for your organisation As well as collaboration, your organisation requires strong personal skills and attributes for everyone to be a change agent. In the same group: II. Brainstorm the skills and attributes needed by individuals and present, to the rest of the class, a collaborative list of your groups top ten results. Discuss the differences as a class and account for these differences. Resources - Schools as Collaborative Learning Communities Task 3 Project or issue analysis Your Active Global Citizenship class has been nominated by your school community to analyse a community based project or issue that your school is involved with and relates to at least one of the global education five learning emphases. Your task is to develop a checklist that forms the basis of the analysis, and can be used by anyone analysing a similar project or issue. Complete the checklist to produce a report for your school community. Your report is to include a summary. The report should contain information about: background main stakeholders governance level of media interaction aims communication strategies. (Maximum 4 pages) Suggested project or issue analysis may include: an analysis of texts used in courses of study at your school to identify a balance of information being delivered in schools. Task 4 Common elements Discuss the common elements that community-based projects must possess to become valid and successful Develop an additional checklist that schools can use if they are interested in developing a project in the future. Using your checklist, identify other possibilities for local community-based projects, and rank the Top 3. hx?utm_source=nfp+guidelines+&+guidelines&utm_medium=website&utm_campaign= NFP+Principles+&+Guidelines Page 11 of 48

35 Core module 3: Making a difference: advocacy and action Focus: Students will develop an understanding about: the role of advocacy in affecting change the purpose of advocacy as a strategic and tactical process the language of advocacy and negotiation how to communicate ideas and issues to an audience. Students explore the five global education learning emphases from a range of contexts to examine examples of advocacy and their links to approriate action. Stage 5 Outcomes A student: 1.2 accounts for cultural differences when responding to issues 3.1 identifies issues that relate at least one of the five global education learning emphases 4.1 accounts for the different types of advocacy 4.2 explains the role of advocacy in change 5.3 communicates ideas and information for specific audiences and purposes Students learn about: Advocacy the nature and purpose of advocacy the language of advocacy the process of negotiation in advocating change Students learn to: describe the role of advocacy show examples of the language of advocacy apply skills of negotiation to scenarios Core module 3 Task 1 What is advocacy? Research and discuss the definition of advocacy and the role it plays in society. Visit Wiki rights for a list of human rights organisations, and using your found definition of advocacy, research an Australian based advocate for either human rights or social justice testing their definition and understanding. Write 2-3 paragraphs explaining the role of advocacy in the modern world. Create a prezi ( to outline the process or system of your chosen advocate and share your prezi with others by way of an informal presentation. Evaluate the similarities and differences between the organisations by completing a PMI. (Teachers note: During all presentations, students should take notes on their PMI which will act as a summary of all organisations covered by the class) At the conclusion of the presentations, discuss which Australian organisation is the best advocate, in their opinion, and why? Considerations may include: percentage of monies that reach the cause directly or the most need country or recipients. Write your opinion in a persuasive text in the form of a letter, feature article or radio news article. Page 12 of 48

36 how different cultural practices and perspectives affect communication and understanding the role of media in advocacy the ways in which advocacy and action can influence outcomes. discuss the role of culture in communication recognise the role of media in advocacy reflect on the effects and consequences of advocacy and its ability to influence for change Task 2 The skills of advocacy Apply skills of negotiation to scenarios in pairs Recognise the role of media in advocacy intercultural understanding Task 3 The language of advocacy Revisit /revise the AIDA principle used in advertising, in particular emotive language, modality and persuasive language. View the UNICEF commercials Discuss the effective agenda of advertising and then tick and map your raw emotions on the Plutchik s Wheel of Emotion Discuss and reflect upon your emotion and reaction to the UNICEF adverts. Complete a series of questions based around the AIDA principle for the understanding of how both language and visual techniques are used to engage and encourage action. Task 4 Being an advocate, and the role of the media Understand how advocacy is presented in the media by exploring print media such as posters, pamphlets and brochures. Deconstruct examples of texts using a SWOT analysis and take particular note of aspects such as: the organisations, language features such as persuasive and factual text, the type of advocacy being offered, as well as the presentation of the text such as layout, composition, colour and graphics. Share your responses with other students and discuss the cultural, ethical and moral aspects of texts. Write an exposition of the role of media in protecting information about advocacy and its effectiveness in encouraging action and thought. Select an advert from the following list: UNICEF UNICEF You are Sarita Amnesty International advert Oxfam It all starts with you Youth off the streets advert and comment on the purpose of the advert in context with the intended audience. Write a persuasive letter to a TV network convincing them that your chosen advert should be considered as part of their advocarial commitments. Research another form of medium such as: webpages, radio adverts that express advocate for change. Write a report that explores the impact of media and its role media in advocacy. Page 13 of 48

37 Case study: Advocacy At least ONE local, national, or global issue or event related to a global education learning emphases, and the types of advocacy employed to engage change. the issue or event background characteristics of advocacy impact of media and culture on the issue, event or scenario action and outcomes through advocacy. describe the issue or event in relation to the type of advocacy its proposed analyse the characteristics of advocacy in this issue or event identify the impact of the media on the issue or event communicate ideas and information for specific audiences and purposes Task 5 - The role of culture in communication Research and collate the essential elements required to be a successful intercultural or cross-cultural communicator. Design a role-play to perform in front of the class that demonstrates a common situation where cultural gestures/ manners or behaviours could be confused or be considered offensive. Suggest alternative behaviours using the same situation which would indicate that there is intercultural communication happening. Task 6 - Reflection on the effects and consequences of advocacy, and its ability to influence for change View and deconstruct the Amnesty International and World Vision websites and complete the following activities Answer a series of questions that assess and evaluate the visual and linguistic techniques used in the websites examining the language used, its purpose, through visual techniques and modality, and language features such as emotive, persuasive and factual. Create a PMI table which compares the effectiveness of the each website in achieving its purpose. Write these points in paragraph form. Write a radio interview between a government representative and a non-government representative explaining the advocacy and why it is important? Create an advertising poster, e-poster, leaflet to accompany one of the websites and complete a series of reflection questions that explains the creative process and purpose e.g. colour is used to. vectors were used to Research and write a newspaper report assessing/evaluating the outcomes of change of an issue or event that relates to one of the global education learning emphases. Write a reflection that accompanies the newspaper report that presents your viewpoint and understanding about how effective advocacy is in influencing change. Explain the role of the media in the success or hindrance of the advocacy agent to influence change, in any form of communication that you choose. Page 14 of 48

38 Core module 4: Problems and solutions: enquiry and critical thinking Focus: Students learn about a model for researching, understanding and critically evaluating local, national or global issues or events related to Global Educations five learning emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. Students will also acquire knowleldge about various decision-making models when action to an issue or event is required, as well as the ethical nature that should underpin all actions. Stage 5 Outcomes A student: 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes Students learn about: The model of a research plan Step 1 Identify the aim/purpose of the investigation Step 2 Step 3 Step 4 Step 5 Generate a number of focus questions to be addressed by the investigation Decide which primary and secondary data are needed to answer the focus questions Identify the techniques that will be used to collect the data Collect primary and secondary data Students learn to: explain the purpose of each step in the research plan outline data collection techniques that can be used when researching an issue differentiate between primary and seconday data summarise different presentation methods to communicate research findings identify an individual or group and describe how it responds an issue Core module 4 Task 1 A research plan process Complete a matching activity between the stages of a research plan (1. Planning stage 2. Doing stage 3. Working stage and 4. Reflecting stage) and the steps of a research plan Discuss the similarities and differences between a research plan and experiential research Task 2 Examples of research plans Analyse a current research project/plan such as World Vision, Plan/Australia_Program_Strategic_Plan_ pdf; access to HIV medication; Human Genome Project ( a worldwide program to map genome but who owns what information); or pollution control in multinational companies who operate in the majority world. Identify each of the eight steps of the model outlined in this module In your own words, describe each of the eight steps of the research action plan in an explanatory flow chart. For example: identifying the aim/purpose of the investigation (what is an aim) gathering preliminary primary and secondary sources of Page 15 of 48

39 Step 6 Step 7 Step 8 Process and analyse the data collected Select presentation methods to communicate the research findings effectively Propose individual or group action in response to the research findings and, where appropriate, take such action. Support document: Active Global Citizenship Stage 5 information, including reviewing literature (what sources, what literature) implementing and collecting primary and secondary sources of data (how you would do this, what data collection techniques could you use) processing and analysing the data (how you would do this) selecting presentation methods to communicate the research findings effectively (how you would do this) reflecting on the process (how you would do this) Moral decision-making model utulitarian approach rights approach fairness or justice approach virtue approach ethical problem solving identify examples to differentiate each type of decision making through examples of issues relating to interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, or sustainable futures. Task 3 Moral Decision Making Model Gather, process, analyse and present information from secondary sources on the Moral Decision Making Model, including defining the following approaches utilitarian, rights, fairness or justice, virtue and ethical problem solving. Examples and questions that could be posed for each approach should be discussed. Page 16 of 48

40 Elective module 1: Local action for change (30 hours) Focus: Students investigate, design and implement a local or community-based action project that addresses an identified need from one of the five global education emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. They will reflect on, and evaluate, the effects of their actions before, during and after completion of the project. Students will use their collective knowledge, understanding, skills and processes acquired in Core Modules 1 4 to inform their thinking and actions. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: potential projects based on the criteria established in Core Module 4 Community-based project action project Step 1 Identify the purpose of the project, including the: need (background) aims and objectives (desired outcomes) Students learn to: identify opportunities for engagement and action in their own school or local community work collaboratively to allocate roles and duties design and implement a plan of advocacy and/or action for a local or community-based project Task Your class/group will design, develop, implement and evaluate an action project based on an investigation of a need for change of an issue related to at least on one of the five global education learning emphases (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures). Elements of the project are as follows: Opportunities brainstorm opportunities to identify potential engagement and action in your own school or local community Page 17 of 48

41 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 main stakeholders Propose action in response to identification of the need Identify strategies that will be used to advocate change for this project Generate roles required of the project and who will fulfill them Decide on a work plan, including a budget, and timeline Decide on a decision making model Proceed to implement the project Evaluate the project were the aims and objectives met Select presentation methods to communicate the evaluation findings effectively ensure that the plan is implemented according to the principles of good governance and ethical decision-making evaluate the success of the project in meeting its stated aims and objectives Working collaboratively deside on a project and the reasons for the decision allocate roles and duties develop a detailed plan Good governance You must ensure that your plan is implemented according to the principles of good governance and ethical decision making as learned in Module 2 Planning for a project, and the implementation process Step 1 Using the checklist from Module 4 Task 3, identify opportunities for action projects at a local scale and decide on a project Step 2 Identify the purpose of the project, including the need (background) aims and objectives (desired outcomes) Step 3 Propose action in response to identification of the purpose Step 4 Identify strategies that will be used to advocate change, including the main stakeholders Step 5 Generate roles required of the project and who will fulfill them Step 6 Decide on a work plan, including a budget, and timeline Step 7 Decide on a decision making model Step 8 Proceed to implement the project Step 9 Evaluate the project were the aims and objectives met Step 10 Select presentation methods to communicate the evaluation findings effectively Reflection the art of self reflection reflect on their own learning as a result of the collaborative engagement and participation of this project. Reflection Reflect on the learning that has taken place, and the skills of collaboration that group members have learned. Page 18 of 48

42 Elective module 2: National action for change (30 hours) Focus: Students investigate, design and implement a national action project that addresses an identified need from one of the five global education emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. They will reflect on, and evaluate, the effects of their actions before, during and after completion of the project. Students will use the collective knowledge, understanding, skills and processes acquired in Core Modules 1 4 to inform their thinking and actions. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 5.2 applies collaborative skills to research and action 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: potential projects based on the criteria established in Core Module 4 Nationally-based action project the active involvement in the investigation, design, implementation and evaluation of a national project Step 1 Identify the purpose of the project, including the: Students learn to: identify opportunities for national engagement and action work collaboratively to allocate roles and duties design and implement a plan of advocacy and/or action for a national project Task Your class/group will design, develop, implement and evaluate an action project based on an investigation of a need for change of an issue related to at least on one of the five global education learning emphases (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures). Elements of the project are as follows: Opportunities brainstorm opportunities to identify potential engagement and action in your own school or local community Page 19 of 48

43 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 need (background) aims and objectives (desired outcomes) main stakeholders Propose action in response to identification of the need Identify strategies that will be used to advocate change for this project Generate roles required of the project and who will fulfill them Decide on a work plan, including a budget, and timeline Decide on a decision making model Proceed to implement the project Evaluate the project were the aims and objectives met Select presentation methods to communicate the evaluation findings effectively ensure that the plan is implemented according to the principles of good governance and ethical decision-making evaluate the success of the project in meeting its stated aims and objectives Working collaboratively deside on a project and the reasons for the decision allocate roles and duties develop a detailed plan Good governance You must ensure that your plan is implemented according to the principles of good governance and ethical decision making as learned in Module 2 Planning for a project, and the implementation process Step 1 Using the checklist from Module 4 Task 3, identify opportunities for action projects at a local scale and decide on a project Step 2 Identify the purpose of the project, including the need (background) aims and objectives (desired outcomes) Step 3 Propose action in response to identification of the purpose Step 4 Identify strategies that will be used to advocate change, including the main stakeholders Step 5 Generate roles required of the project and who will fulfill them Step 6 Decide on a work plan, including a budget, and timeline Step 7 Decide on a decision making model Step 8 Proceed to implement the project Step 9 Evaluate the project were the aims and objectives met Step 10 Select presentation methods to communicate the evaluation findings effectively Reflection the art of self reflection reflect on their own learning as a result of the collaborative engagement and participation of this project. Reflection Reflect on the learning that has taken place, and the skills of collaboration that group members have learned. Page 20 of 48

44 Elective module 3: Global action for change (30 hours) Focus: Students investigate, design and implement a global action project that addresses an identified need from one of the five global education emphases: interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures. They will reflect on, and evaluate, the effects of their actions before, during and after completion of the project. Students will use the collective knowledge, understanding, skills and processes acquired in Core Modules 1 4 to inform their thinking and actions. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance 6.2 implements or evaluates an action plan for change 6.3 applies ethical processes for practical action. Students learn about: potential projects based on the criteria established in Core Module 4 Global action project Step 1 Identify the purpose of the project, including the: need (background) aims and objectives (desired outcomes) main stakeholders Students learn to: identify opportunities for global engagement and action work collaboratively to allocate roles and duties design and implement a plan of advocacy and/or action for a global project Task Your class/group will design, develop, implement and evaluate an action project based on an investigation of a need for change of an issue related to at least on one of the five global education learning emphases (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures). Elements of the project are as follows: Opportunities brainstorm opportunities to identify potential engagement and action in your own school or local community Page 21 of 48

45 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Propose action in response to identification of the need Identify strategies that will be used to advocate change for this project Generate roles required of the project and who will fulfill them Decide on a work plan, including a budget, and timeline Decide on a decision making model Proceed to implement the project Evaluate the project were the aims and objectives met Select presentation methods to communicate the evaluation findings effectively Reflection the art of self reflection ensure that the plan is implemented according to the principles of good governance and ethical decision-making evaluate the success of the project in meeting its stated aims and objectives reflect on their own learning as a result of the collaborative engagement and participation of this project. Working collaboratively deside on a project and the reasons for the decision allocate roles and duties develop a detailed plan Good governance You must ensure that your plan is implemented according to the principles of good governance and ethical decision making as learned in Module 2 Planning for a project, and the implementation process Step 1 Using the checklist from Module 4 Task 3, identify opportunities for action projects at a local scale and decide on a project Step 2 Identify the purpose of the project, including the need (background) aims and objectives (desired outcomes) Step 3 Propose action in response to identification of the purpose Step 4 Identify strategies that will be used to advocate change, including the main stakeholders Step 5 Generate roles required of the project and who will fulfill them Step 6 Decide on a work plan, including a budget, and timeline Step 7 Decide on a decision making model Step 8 Proceed to implement the project Step 9 Evaluate the project were the aims and objectives met Step 10 Select presentation methods to communicate the evaluation findings effectively Reflection Reflect on the learning that has taken place, and the skills of collaboration that group members have learned. Page 22 of 48

46 Elective module 4: School Developed action for change option (30 hours) Focus: This option provides an opportunity for students to develop their knowledge and understanding of a particular area of relevance that relates to at least one of the five global education emphases (i.e. interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace building and conflict resolution, and sustainable futures) and is of particular interest to them; researching that area of interest; and communicating their findings. Stage 5 Outcomes A student: 1.3 demonstrates critical thinking about issues on a local, national and global scale 3.1 identifies issues that relate at least one of the five global education learning emphases 5.1 identifies the principles of research in investigating issues on a local, national or global scale 5.2 evaluates evidence from a variety of perspectives to develop informed responses to issues 5.3 communicates ideas and information for specific audiences and purposes 6.1 develops a project framework that incorporates good governance Students learn about: a specific area of interest related to one of the five global education emphases (listed above) research using specific processes/protocols related to the specific area of interest analysing issues using the internet and other secondary sources for research exploring different Students learn to: outline an area of interest for research justify the research area in terms of its significance to global education, relevance to Active Global Citizenship and selfinterest identify the processes to be followed in conducting research Page 23 of 48

47 values and ethical perspectives evaluating learning processes and outcomes achieved methods of communicating conduct the research using a range of methods including information and communication technologies recognise different values and perspectives of the area of interest evaluate the learning achieved in relation to knowledge, skills and values Reflection the art of self reflection communicate findings through a range of media reflect on their own learning as a result of the collaborative engagement and participation of this project. Page 24 of 48

48 Teaching and learning strategies used in the support document Brainstorming This is a technique in which a class or group meets in order to record all the information already known on a topic, to develop new ideas or to stimulate creative thinking. Participants think of ideas, write them down, sort them, and decide which require further research. Brainstorming is a useful way of determining and activating prior knowledge of a topic. Planning: 1. Decide what subject, topic (or aspect of a topic) the students need to investigate. 2. Consider the group s size. Whole class brainstorming will produce more information and focus all students on the chosen topic, but individual or small group brainstorming may also be appropriate. 3. Determine the method of recording the students responses. If a retrieval chart, matrix or mind map is to be completed, decide on appropriate headings to organise the information. Facilitating: 1. Define the purpose of the activity. 2. Write down the contributions from all students. 3. Negotiate suitable categories to be used for organising the information. 4. Teacher/class/groups/individuals select a method of recording the information from the brainstorming session using the categories discussed. 5. Discuss the information recorded then decide on areas requiring further research. Write down the questions that need to be answered. Classroom displays A classroom display provides a way of focusing on the current unit. It stimulates learning and provides a record of learning, as well as encouraging students to interact and to respond to learning. Planning: 1. Plan the display around the focus of the unit. 2. Involve students in planning the display. 3. Decide on the format for the display. Some suggestions include: models, diagrams, maps, matrices, timelines, posters, students written texts, graphs and photographs. 4. Include ways of recording students learning as a key feature of the display. Page 25 of 48

49 Facilitating: 1. Ensure that the display reflects and maintains the focus of the unit. 2. Ensure that the display is clearly set out and that texts are easily read or viewed. 3. Use questioning techniques to encourage reference to the display. Consequence charts A consequence chart is used to record what students believe to be the likely consequences of a decision or action. Charts can take different forms and enable students to explore cause and effect relationships, alternative consequences, or the likely consequences of alternative actions or decisions. Planning: 1. Select a form of consequence chart appropriate to the students level of skill development. 2. Decide whether class, group or individual charts are more appropriate. 3. Determine the field knowledge and skills students need to complete the task. Facilitating: 1. Identify the issue or problem. 2. Provide any necessary background information. 3. Identify and communicate the nature and purpose of the activity to students. Current affairs Events that are part of the news/current affairs provide a valuable source for discussion and inquiry. The growing supply of information provided through the media, as well as increasing access to technology in the home, means that students from a very young age can be aware of events that may be quite removed from their local community. Discussion within the family and information in the public domain can emphasise the significance of an event or situation. Silence on the matter in the classroom may suggest that school is a place somewhat removed from the real world. Planning: 1. Identify the purpose for including the current affairs in the learning situation e.g. to initiate research, include a current perspective on a topic, etc. 2. Organise access to different sources that report on or include current affairs e.g. daily and weekly newspapers, magazines, current affairs programs on television, the internet. 3. Current affairs referred to by students in the classroom can also be used as the basis for incidental and informal discussion. 4. Opportunities can also provided to explore different viewpoints and perspectives. Facilitating: 1. Allow students time to discuss current affairs formally, and informally, taking advantage of students interests and backgrounds. Page 26 of 48

50 2. Draw attention to events and incidents that connect with the learning experiences that have been planned. 3. Use questioning to guide students exploration of issues presented through the media coverage of current affairs. 4. Explore accuracy of reporting. 5. Organise different ways for students to respond to issues e.g. through group discussions, written responses, debates and oral presentations. 6. Provide opportunities to present and report on current affairs using different forms of media, e.g. developing a class newspaper, role-playing a television or radio report. 7. Assist students to identify, critically analyse and clarify their own and others values and attitudes about particular issues. 8. Provide opportunities for students to examine how particular issues are reported differently in various media. Databases, internet and retrieval charts A database or databank is a collection of information or reference material, usually organised into categories to facilitate retrieval e.g. some directories, computer search engine, etc. The information in databases is organised in a particular way and is related to such things as people, ideas and objects. Information contained in the database is divided into fields. The content of each field is data. A retrieval chart is a simple database that usually takes the form of a matrix or grid. Information can be recorded, organised and displayed on a chart for the purpose of retrieving the information and using it in some other way. While retrieving information gives the chart its purpose and its name, students are often involved in the steps of constructing and developing the charts as a tool to organise, analyse and synthesise their gathered information. Planning: 1. Students need to learn about databases and gain access to information from ready-made databases. 2. Ensure that students are familiar with and have practice in using existing databases before being asked to develop their own. 3. Consider which form of database recording is most appropriate and accessible for the individual students, groups or whole class e.g. cards on a noticeboard, chart, book, and computer. 4. Develop students skills of categorising, sorting, manipulating and searching for information by providing classification activities, sorting games and word searches. 5. Consider possible categories/fields for sorting information so that it will be relevant for the task and elicit clear data. 6. Ensure that computer database software is appropriate to the needs of the students. Facilitating: 1. Define the purpose of the investigation. 2. Locate sources of accurate information. 3. Select the relevant information. 4. Devise and select appropriate categories and ways of recording the information. 5. Organise the information by combining information from various sources into the required categories and formats. 6. Evaluate the suitability of the database and seek further information if necessary. Page 27 of 48

51 Debates A debate is a formalised discussion in which opposing points of view are advanced. It allows students to take a position on an issue and justify that position, perceive other points of view and to analyse relative strengths of arguments. Planning: 1. Ensure that the issue to be debated is relevant to the inquiry. 2. Select a debating format that is appropriate for the class/individuals. 3. Ensure students are adequately prepared before the debate. 4. Make clear the structure, rules, regulations for a formal debate/discussion forum. 5. Develop a non-threatening and supportive atmosphere so that students will be willing to take risks. Examples of debating formats: A round robin provides opportunity for each student to state a point of view and a supporting argument. Divide class members into two groups according to their chosen point of view. Each side alternately puts forward a persuading statement. Students are given the opportunity to change sides after each contribution. This form of debate is known as a polarised debate. Students adopt a point of view and develop supporting arguments. They present their arguments in a persuasive manner and counteract arguments in response to opposition. In parliamentary debates there are two teams (the affirmative team and the negative team) of three speakers who take turns to debate a topic. The debate proceeds with alternate speakers from each team developing arguments and rebutting the opposing team s arguments. Facilitating: 1. Question students to help formulate their arguments. 2. Encourage listening to others arguments. 3. Encourage anticipation of opposing points of view. 4. Ensure the conclusion reflects the preceding arguments. 5. Allow opportunity for students to reflect on the debate. Page 28 of 48

52 Decision-making Decision-making is the process of choosing from two or more alternatives. Support document: Active Global Citizenship Stage 5 Planning: 1. Be aware of problems/situations in the class/community that require decisions to be made. 2. Prepare role-plays or simulations when decision-making is involved. 3. Use opportunities that arise to plan a decision-making activity. 4. Be familiar with the decision-making process (see below). 5. Be prepared to allow students to make decisions with unexpected outcomes. 6. Use texts in media, literature, films, etc. that involve making decisions. Facilitating: Guide students to recognise/acknowledge the need or desire to: 1. Gather information about the situation/event 2. Consider the formation of possible alternatives 3. Choose between alternatives 4. Act within the chosen alternative/decision 5. Analyse and evaluate the outcomes of the decision. Diagrams A diagram is a visual text that provides a symbolic representation of the interrelationship of concepts or elements of a social or physical structure. Planning: 1. Decide whether students will work individually, in pairs or as a whole class. 2. Ensure that students have relevant field knowledge before attempting the construction of a diagram. 3. Ensure data needed to complete a diagram is readily available. 4. Encourage the students to consider the audience and the layout. Facilitating: 1. Model how to create and interpret a variety of diagrams. 2. Discuss the wide variety and use of symbols. 3. Ensure students clarify the elements of the diagram. 4. Identify ways of showing relationships between elements. Page 29 of 48

53 5. Encourage students to draft their diagrams. 6. Ensure students modify and refine diagrams if necessary. 7. Use questioning techniques to assist students in analysing their own and others diagrams. Discussions Discussions provide opportunities for students to express ideas and feelings and listen to others. They allow students to look at issues from other perspectives and to modify their ideas, values and attitudes to take new insights into account. Planning: 1. Identify an issue or topic to be discussed. 2. Ensure students have sufficient field knowledge to be able to discuss the issue. Draw students attention to the structure and features of discussion. 3. Plan the type of discussion to enable the desired outcomes to be achieved. 4. Prepare any materials that may be needed, e.g. discussion cards. 5. Set a time limit in order to focus discussion. 6. Consider the size of the group to cater for individual needs and the purpose of the task. Types of discussion: Free discussion requires minimal teacher direction once the discussion focus has been established. Round robins allow each student to contribute one idea towards the discussion. Buzz sessions are suitable for making inferences, finding similarities and differences, stating ideas, solving problems and brainstorming. Semi-controlled discussion involves the exchange of ideas after an initial experience. Controlled discussion involves the teacher eliciting students ideas through questions. Facilitating: 1. Ensure all students are involved in discussions. 2. Identify and list arguments for and against. Draw students attention to the structure and features of discussions. 3. Encourage active listening by students. 4. Allow for spontaneity while ensuring the discussion maintains its focus and keeps to time constraints 5. Steer the discussion by using a variety of questioning techniques. 6. Record the discussion for follow-up and assessment purposes. Page 30 of 48

54 Fieldwork/excursions An excursion is a journey or short trip to a place for a special purpose. An excursion may provide opportunities for students to observe, respond to or interact with new environments, or experience different activities. During excursions, students interact with each other in new and varied settings. Fieldwork is work done or personal observations made in the field as opposed to that done or observed in a controlled environment. Sociological or anthropological data is collected at the site of information. Planning: 1. Identify the purpose(s) of the excursion/fieldwork. 2. Gather detailed information about the site, visiting beforehand if possible. 3. Brief the guides or attendants on the purpose of the excursion and any special considerations for the students. 4. Attend to administrative details required by the school. 5. Develop an excursion checklist. 6. Consider the activities, information and/or experiences that students will require before participating in the excursion. 7. Provide opportunities for joint teacher and student planning and preparation for the excursion e.g. what information needs to be collected? 8. Ensure that group leaders or community members attending the excursion are briefed on the arrangements. 9. Consider students with special needs for whom particular arrangements may have to be made. 10. Consider the equipment or resources needed by students e.g. clipboards, sample bags, cameras. 11. Plan the activities in which the students will be involved during and after the excursion e.g. methods of gathering, recording and presenting data. 12. Consider contingency planning e.g. what will happen in the event of bad weather, sickness. Facilitating: 1. Ensure that the purpose of the excursion is made clear to the students and that their tasks are clearly defined. 2. Monitor student interaction. Ensure that they are on-task. 3. Be flexible in order to capitalise on learning opportunities as they arise. 4. Be receptive to students discoveries and direct students attention to observations where necessary. 5. Consider the wellbeing of students and be perceptive to possible adverse reactions, offering support where necessary. 6. Maintain good relationships with all personnel involved in the excursion. 7. Ensure students are briefed on matters of sensitivity and safety. 8. Remind students of courtesies. Page 31 of 48

55 Graphs Graphs are a diagrammatic method of displaying the relationship between facts. They can be used to record and represent information in a pictorial form that is easy to compare and interpret. Students can develop graphs that are paper-based or generated using computer software. Planning: 1. Decide on the purposes for using a graph, e.g. to transform and organise data relevant to solving a problem; to develop reading and analytical skills; to formulate generalisations and test hypotheses; to show relationships between certain phenomena. 2. Base the graphing activity on the inquiry currently being undertaken in class then gather resources relevant to the inquiry. 3. Decide on the initial method of recording gathered information e.g. tally marks, blocks. 4. Gather the necessary materials to construct the graph. Facilitating: 1. Collate information to be recorded on the graph. 2. Ensure that the scale used is consistent and appropriate. 3. Label vertical and horizontal axes before plotting the information. 4. Ensure that the data is plotted accurately and systematically on the axes. 5. Use questioning techniques to help the students interpret the graph accurately. Group Work Group work is a teaching and learning strategy that encourages students to participate in achieving a shared goal. A range of grouping strategies is possible, but the appropriateness of each will depend on the nature of the shared goal and the needs of the students. Successful group work increases the opportunities for students to interact with each other and to value each member s contribution. See also Task cards / Jigsaw groups Planning: 1. Identify the task or purpose of the activity. 2. Determine the structure of the group to suit the task or purpose, e.g. mixed ability, specific skills, and personalities. 3. Decide on the size of the group to suit the task or purpose e.g. pairs, threes, fours or larger. Preferably no larger than six. 4. Consider students who should be grouped to meet their particular needs and to foster positive group dynamics e.g. students who are quiet, dominant, disruptive, have special talents, need specific support. 5. Ensure that adequate resources are accessible to all groups. 6. Consider using additional spaces available inside or outside the classroom. Page 32 of 48

56 Facilitating: 1. Ensure the students are comfortable by initially working in pairs and then small groups. 2. Ensure that students have experienced a variety of roles within various groups e.g. leader, recorder, observer, researcher, illustrator, before being expected to negotiate their own roles. 3. Communicate the overall goal, and the necessary tasks to be performed. 4. Clarify the parameters of the task e.g. time available, conventions of group work, resources to be used. 5. Monitor group dynamics and progress. Be flexible and prepared to intervene and restructure if necessary. 6. Provide feedback to the group during and at the completion of the activity. Guest speaker / visitor A guest speaker or visitor is a person who is invited to share his/her knowledge and skills with the students. This may be a teacher from another class, a parent, a member of the local community or a representative from a group, organisation or institution. Planning: 1. Consider the purpose of the visit and the most appropriate person to be invited. 2. Seek approval from the Principal. 3. Contact the visitor well in advance and offer several dates and times to fit into their work schedule. 4. Brief the visitor on the exact purpose of the visit, the age and abilities of the students involved and the facilities available e.g. whiteboard, data projector. 5. Consider the field knowledge or perquisite skills that the students may need. 6. Jointly develop a bank of suitable questions to be asked to obtain necessary information. 7. Consider the ways in which the students will record information obtained from the visitor. 8. Develop post-visit learning experiences. 9. Prepare student representatives to greet, introduce and thank the visitor. Facilitating: 1. Ensure that students listen and watch attentively during the visit. 2. Encourage students to ask questions while maintaining the flow of information. 3. Allow time at the conclusion of the visit for the guest to be thanked for sharing his/her knowledge and skills with the students. Page 33 of 48

57 Interviews Interviews are a method of gaining information about people, their attitudes and lifestyles. They can be part of a survey but generally the approach is more open-ended. Planning: 1. Consider the nature and purpose of the interview. Ensure necessary protocols and policies regarding student contact with adults is followed. 2. Consider whether the interview will involve: the whole class interviewing a visitor; selected class members interviewing a visitor; or individuals or pairs of students interviewing people on their own. 3. Invite the person to be interviewed, explaining the purpose and the relevant information. 4. Formulate the interview questions with the students. 5. Familiarise students with interview techniques. 6. Determine how students will record the information, e.g. video, written notes. 7. Gather relevant resources e.g. video equipment, writing paper. Facilitating: 1. Ensure students maintain the focus of the interview. 2. Intercede only if necessary. 3. Analyse the interview techniques in light of the findings from the interview. Learning games Learning games are devices that involve students in simulated experiences to develop concepts and understandings, record information or demonstrate knowledge and understandings. Teachers or students can make learning games. Planning: 1. Identify the objectives of the game and the knowledge / concepts required to play or construct it. 2. Construct a model game incorporating objectives as negative and positive consequences. 3. Identify the roles of individual players or teams. 4. Establish the rules and procedures. 5. Provide the necessary resources e.g. boards for games, markers, dice. Facilitating: 1. Explain the model, focussing on how the game operates and its purpose. 2. Demonstrate procedures. 3. Stipulate the rules. Page 34 of 48

58 4. Allocate space for the group to play the game and adequate time to play. 5. Lead the students through a practice run. 6. Clarify the rules and procedures before students commence the game. 7. Students could be encouraged to devise their own learning games based on the model used. Mapping A map is a visual text that provides a symbolic representation of the Earth s surface. Mapping involves processes of constructing, reading and interpreting maps. Map constructing is an effective way of organising, recording and communicating information. Map reading uses maps as a means for acquiring information. Map interpreting develops skills in locating information and applying this information to real situations. Planning: 1. Ensure the mapping exercise suits the purpose of the inquiry. 2. Develop mapping skills that focus on position, coordinates and symbolic representation. 3. Gather the necessary resources and provide access to a variety of maps such as models, globes, atlases, wall maps. 4. Ensure that students engage in activities using a wide variety of maps. Facilitating: 1. Provide a variety of models and maps and discuss their features. 2. Define the purpose of the mapping exercise. 3. Encourage students to discuss and ask questions about the mapping exercise. 4. Use questioning techniques to assist students to analyse and explain the information that needs to be conveyed. 5. Allow students to explore a variety of ways of presenting information on maps. 6. Question the students to assist them to interpret their maps and solve problems of design. 7. Allow students to present and display their maps. 8. Discuss the features of the maps and their effectiveness in conveying information. 9. Compare the rationale and symbolic representation found on a variety of maps. Matrix A matrix (or table) is a concise classification of numbers, words or symbols assembled in a grid layout in order to facilitate analysis and prediction. Planning: 1. Consider the purpose of the task, the key ideas to be recorded and the information needed from the matrix. 2. Provide appropriate resources or allocate sufficient time for the students to locate the resources they will need. 3. Provide models of matrices. Page 35 of 48

59 Facilitating: 1. Define the purpose of the activity. 2. Assist the students to locate the necessary sources of information. 3. Discuss ways of selecting and recording the information based on the purpose and audience. 4. Discuss suitable categories to organise the information. 5. Let the students complete their matrices. 6. Have students present and display their work. 7. Ask questions to assist the students to restate, infer, clarify, compare and contrast, generalise and hypothesise using the information in the matrix. Mind maps / concept maps A mind or concept map is a way of recording information. It allows students to organise their ideas either as a class, a small group or individually. A mind map is often associated with brainstorming and is useful for drawing connections between ideas and concepts, assisting in the further research of a topic. Planning: 1. Select a form of mind map that is appropriate to the topic. 2. Determine whether a class, group or individual mind map is appropriate. 3. Decide, or have students decide on the most useful concepts around which the mind map is to be developed. Facilitating: 1. A mind map can take different forms, making very simple connections to a main idea or containing a range of ideas and sub-ideas linked in various ways. Mind maps can include pictures and representations as well as words. 2. Identify and communicate to students the purpose and use of a mind map. 3. Model how to create and interpret mind maps. 4. Give students time to develop their own mind maps and make connections in their own ways. 5. Display mind maps for students to refer to and use. 6. Explain that mind maps can be used in a variety of ways as the basis for information reports, to provide the basis for organising information, or as topics for further investigation. Page 36 of 48

60 Presentations Presentations are used to share information obtained through individual and group research and study. Presentations can be spoken, written or multimedia. They give students experience in organising, planning and presenting information and material to a particular audience and are therefore valuable experiences for both the presenter and the audience. Planning: 1. Ensure students have a focus for the presentation, considering both purpose and audience. 2. Model presentations, drawing attention to the purpose and structured features. 3. Assist in the selection of a suitable format if necessary. 4. Encourage the use of a variety of texts and resources, and styles of presentation, e.g. pictures, charts, diagrams, slide shows, maps, music, graphs, overheads, video, audio, role-plays, mini-museums, expos, to enhance the presentation. 5. Establish if and how presentations will be assessed prior to the presentation. Facilitating: 1. Ensure only a few presentations are given at any one time. 2. Check that students are maintaining their focus and are aware of the purpose and audience. 3. Encourage students to speak clearly. 4. Monitor audience participation and encourage active listening. 5. Encourage students to reflect on their own performances and that of their peers. 6. Provide students with criteria to evaluate the presentations. Questioning Questioning involves students in asking questions and responding to them. It can be used to develop thinking and learning, stimulate and direct inquiry and to assess student learning. Planning: 1. Identify the desired responses and formulate the appropriate types of questions e.g. recall questions, which seek factual knowledge comparison and questions which seek an analytical response. 2. Establish a sequence of questions that will lead to specific responses. Move from closed questions to open-ended questions. 3. Consider the format for recording questions and answers. 4. Ensure that students are aware of appropriate behaviour for asking and answering questions. Facilitating: 1. Model different types of questions. Page 37 of 48

61 2. Check that students can readily identify the purposes of different types of questions and the kinds of responses required. 3. Allow adequate response time for students to consider the implications of questions. 4. Provide positive reinforcement for students questions and answers. 5. Ask other students to respond appropriately to students questions or answers to questions. 6. Allow time after answers are given for other students to fully consider the implications of the answers. 7. Ask students to rephrase questions where appropriate. Role-play / simulation Role-play involves taking on and acting out roles of real or imaginary individuals in varied, non-threatening simulated situations in order to clarify values and develop empathy with other people. Students act according to specified rules and procedures, which gives the illusion of reality, without the consequences of actions that are inherent in real life situations. Simulations may also be learning games. Planning: 1. Research the roles and environment to be simulated. 2. Identify the purpose of the role-play. 3. Identify the various roles needed to demonstrate the situation effectively. 4. Consider the casting of students. 5. Arrange for any necessary equipment or props. 6. Select a suitable location for performing the role-play. Facilitating: 1. Explain the role-play to the whole class so that all begin from a common understanding of the situation. Develop a sense of setting or environment. 2. Cast students, beginning with learners who are competent and relaxed. Acceptance of the role-play by some will give others more confidence. Avoid placing children in their usual life role as this can be self-defeating and will limit possible experiences for the child. 3. Discuss the roles and how they might be played, as a class. Students may need to research the background, experiences and environment of their character. 4. Establish the rules or limits of permissible behaviour during the role-play. 5. Explain the audience role effective observers of human behaviour. 6. Be prepared to intervene where necessary. 7. Redirect if an actor steps out of role. 8. Stop the drama after main behaviours and point have been observed. 9. Re-enact parts of the role-play. A role-play may be stopped at any point and one or more new players, who have other ideas about the way certain roles might be played, can be introduced. Page 38 of 48

62 10. Question players (in character) immediately after role-play e.g. class may question players: how were you feeling? Why did you respond as you did? This leads to debriefing. 11. Debrief role-play participants. This is an essential step as it helps players out of their roles. They must be disassociated from the role, both in their own eyes and the eyes of other children. 12. Identify values, positions, perspectives and issues in past, present or future events similar to this situation. Surveys A survey is a method of gathering information for a specific purpose. It may take various forms e.g. traffic survey, values questionnaire, interview. Planning: 1. Determine the purpose of the survey what information do we need to obtain? 2. Consider the form of survey most appropriate to gather the information needed on a topic/issue/problem. 3. Be aware that if questions are used, they should be carefully formed to elicit the required information. The questions need to be precise to clarify the purpose of the investigation. The need to trial a questionnaire could be explored, as well as bias in sampling methods. 4. Supervision, safety and child protection issues need to be considered and discussed with students e.g. when conducting a traffic survey, surveying adults. Facilitating: 1. Decide with students: the purpose of the survey - who/what will be surveyed. 2. Determine how the information will be gathered e.g. by questioning, observing, individually by students, jigsaw groups. 3. Establish when and where the information will be obtained e.g. at home from parents, on an excursion, at recess in the playground, or in the classroom. 4. Ensure the necessary safety rules, courtesies, protocols and policies are explained and followed. 5. Assist students with the formulation of questions, techniques such as tally strokes for counting and design of questionnaires as required. 6. Collate and record the results e.g. table, graph, spreadsheet. 7. Students present their findings and draw conclusions from the survey. 8. Evaluate the effectiveness of the survey and chosen survey method(s) in relation to the purpose. Task cards / Jigsaw Groups Task cards are teacher-defined activities or pieces of research work, presented in a written form and assigned to individual students or groups. They are a method of directing student learning. Teachers can devise task cards to direct activities, with different groups / individuals working on different aspects of a topic. Page 39 of 48

63 Jigsaw groups are a method of organising students so that the whole class can conduct an in-depth study of a topic or issue within a relatively short period of time. Topics are analysed and broken down into discrete research tasks or activities using task cards. These tasks form pieces of an information jigsaw. A group of students is allocated one of the jigsaw tasks to investigate. Each expert jigsaw group then reports the results of their findings to the other groups, thus building up a detailed and complete picture of the topic. Planning: 1. Identify the topic or issue to be investigated. 2. Analyse this, breaking it down into discrete jigsaw segments to be researched. 3. Consider how the students will be grouped, with an individual or group allocated to each task card. 4. Identify and locate resources for each task (jigsaw group) and set a time frame for completion. 5. Decide the sequence of the students presentations. 6. Select appropriate methods of researching and presenting information. Facilitating: 1. Explain the process to the students. 2. Assign students to a task, explaining that their purpose is to learn as much as possible about the topic on their allocated task card. 3. Students discuss what they already know about the task / topic, noting questions they have or areas to be researched. 4. Explain what is required for each task, e.g. accessing information, summarising, working cooperatively, presentation methods etc. 5. Students work individually or in groups (decide roles of scribe, illustrator, etc) with teacher monitoring progress. 6. Students present their task work in the order pre-determined by the teacher, and where appropriate, displaying their work in the classroom. 7. Members of other jigsaw groups can take notes during presentations, ask questions of the presenter(s) etc. 8. Share and reflect on the students contributions. Question and summarise to form a complete coverage of the topic. 9. Evaluate the learning experience, with the group dynamics, contribution of individuals to the group and the information acquired on the topic. Texts Using a range of literary texts enables students to broaden their experiences and develop knowledge and understandings about concepts, issues and people from different backgrounds, times and places. Planning: 1. Determine which subject matter will broaden students personal experience. 2. Select a range of texts that present different viewpoints. 3. Select activities that will develop knowledge of the subject matter. 4. Select appropriate text types and discuss the language structure and features of the text. Page 40 of 48

64 Facilitating: 1. Have students view or listen to a variety of texts. 2. Ask questions which will encourage students to: recognise the purpose of the text and the intended audience; determine what they know about the topic/issue and what they would like to find out; make comparisons with their own experiences and ideas; consider the effectiveness of different texts. Timelines Timelines are lists of events set out diagrammatically in chronological order. Planning: 1. To understand the concept represented by a timeline, students should be introduced to it with examples that have real meaning e.g. a timeline of activities over the past five days. 2. Gather the necessary resources e.g. articles, computer databases. 3. Ensure that relevant information is included e.g. dates, time sequences. 4. Determine ways of recording the timeline and gathering necessary materials. Facilitating: 1. Locate possible events to be included on the timeline. 2. Identify main events relevant to the study. 3. Sequence the events. 4. Find dates for each event. 5. Check findings by cross-referencing. 6. Mark events on the timeline representing them with suitable intervals of time (will need to introduce the concept of scale). 7. Question the students to determine how they interpret the information on the timeline. Page 41 of 48

65 Values reinforcement Values reinforcement involves the class teacher in emphasising specific values within the class and school context. Such values should be consistently reinforced within the total school community. Planning: 1. Many strategies can be used to reinforce values. Both static and dynamic models are extremely important. 2. Static models include such things as personal conduct codes, rules for fair play in games, characters from history and current affairs. 3. Dynamic models include people with whom children may interact, e.g. parents, relatives, friends, teachers, special visitors, and religious leaders. 4. Choose an incident from which it is planned to reinforce a particular value e.g. an incident in a narrative, the presentation by a special guest, a chapter in the Holy Quran, an event observed in the playground. Facilitating: 1. Positively reinforce the desired values by highlighting words and actions of role models. Avoid artificiality, exaggeration or excessive moralisation. 2. Discuss beneficial consequences of values as practised by role models and possible consequences of other value-based actions. 3. Have students reflect generally on class or school examples where a particular value or set of values could be usefully demonstrated. This could be conducted as a brainstorming session and recorded on a chart for classroom display. 4. Develop appropriate plans of action for demonstrating values in the community, e.g. some form of community service. 5. At times it will be appropriate for children to reflect personally on some goals e.g. for putting values into practice. Page 42 of 48

66 Suggested English resources for stimulus for Active Global Citizenship Stage 4 Fiction Asia Indigenous cultures Sustainability Enriching student experiences Trash Andy Mulligan Nanberry: Black Brother White Jackie French Blueback Lockie Leonard, Scumbuster Tim Winton A Monster Calls, Chaos Walking trilogy Patrick Ness Tomorrow When the War Began series John Marsden. Japan Diary Trudy White The Binna Binna Man Meme McDonald & Boori (Monty) Pryor First Light Rebecca Stead The Invention of Hugo Cabret Wonderstruck Brian Selnick Sold, Never Fall Down Patricia McCormick Year of the Tiger Alison Lloyd My Gurragundgi Meme McDonald & Boori (Monty) Prior Dragonkeeper series Carole Wilkinson The China Coin, Krakatoa Lighthouse, Little Brother Allan Baillie Crow Country Kate Constable My Sister Sif Ruth Park The Boy in the Striped Pyjamas John Boyne Shake a Leg Boori (Monty Prior) Ubby s Underdogs Brenton E. Mckenna Hatchet Gary Paulsen Walking the Boundaries Jackie French The Dream of the Thylacine Margaret Wild and Ron Brooks The Tunnel, Piggybook, Voices in the Park Anthony Browne The Graveyard Book Neil Gaiman Parvana Deborah Ellis Conspiracy 365 Gabrielle Lord (series) The Hobbit J.R.R. Tolkein The Giver Lois Lowry Boy Overboard Morris Gleitzman The Burnt Stick Anthony Hill Holes Louis Sachar Hitler s Daughter. Jackie French Page 43 of 48

67 Stage 4 Non- fiction Asia Indigenous cultures Sustainability Enriching student experiences Mao s Last Dancer: Young Readers Edition Li Cunxin Born to Run Cathy Freeman Take 3 initiative In the Sea there are Crocodiles Fabio Geda Boy Roald Dahl Shakespeare's Stories Leon Garfield Wicked Warriors and Evil Emperors Alison Lloyd Terry Denton Maralinga The Anangu Story Yalata and Oak Valley Communities, with Christobel Mattingley We are the Weather Makers: Flannery Hugo Movie companion Brian Selnick Return of the Word Spy Ursula Dubosarsky and Tohby Riddle Sadako and the Thousand Paper Cranes Eleanor Coerr Papunya School Book of Country and History the staff and students at Papunya School. One Small Island Alison Lester and Coral Tulloch Soldier Boy Anthony Hill Animal Heroes Chinese Cinderella Adeline Yen Nah Playground Compiled by Nadia Wheatley Severn Suzuki- Plenary address to the Plenary session of the Erath Summit in Brazil in A Fortunate Life. A.B. Facey (Young reader s edition) Page 44 of 48

68 Stage 4 Multimodal texts Asia Indigenous cultures Sustainability Enriching student experiences Inanimate Alice: China Rabbit Proof Fence Director Philip Noyce Wall.e Director Andrew Stanton Hugo Director Martin Scorsese The Lady of Shalott Tennyson and Keeping Spirited Away Hayao Miyazaki Maralinga The Anangu Story Yalata and Oak Valley Communities, with Christobel Mattingley Take 3 initiative Mirror Jeanie Baker The Highwayman Tennyson and Keeping Rebel Allan Baille The Burnt Stick Anthony Hill One Small Island Alison Lester and Coral Tulloch Whale Rider director Niki Caro The Unforgotten Tobhy Riddle Footy Legends Anh and Khoa Do Dust echoes: website for Aboriginal myths at Excerpts from Baraka Director Ron Fricke Who s Afraid of the Big Bad Book? Lauren Child Mulan Barry Cook and Tony Bancroft Papunya School Book of Country and History the staff and students at Papunya School. Severn Suzuki- Plenary address Crash! The search for the Stinson Jennifer Beck & Dyan Blacklock Websites for World Wildlife Foundation Coraline Neil Gaiman Shake a Leg by Boori Monty Pryor and Jan Ormerod Ubby s Underdogs Brenton E McKenna Everyday and Workplace texts: for example, Promotional material for organisations like Wilderness Society, Aquarium, Taronga Zoo. The Tunnel, Piggybook, Voices in the Park Anthony Browne Shrek Adamson and Jenson (dir) The Princess Bride Rob Reiner (dir) Page 45 of 48

69 Stage 5 Fiction Asia Indigenous cultures Sustainability Enriching student experiences Chenxi and the Foreigner Sally Rippin Jasper Jones Craig Silvey The Rosie Black Chronicles Lara Morgan Into That Forest Louis Nowra The Looking Glass Wars Frank Beddor Looking for Alibrandi. Melina Marchetta Every Day David Leviathan Eon, Eona Alison Goodman Deadly Unna Phillip Gwynne Feed M. T. Anderson To Kill a Mockingbird Harper Lee The Chocolate War Robert Cormier The Spare Room Kathryn Lomer The Secret River Kate Grenville Wool Hugh Howey All I Ever wanted, Friday Brown Vicky Wakefield Black Spring Alison Croggon Tales of the Otori series Lian Hearn Indo Dreaming Neil Grant The Rainbow Troops Andrea Hirata Photographs in the Mud Dianne Wolfer & Brian Harrison-Lever The Interrogation of Ashala Wolfe Amberlin Kwaymullina Ruby Moonlight Ali Cobby Eckermann (verse novel) Drama Stolen Rainbow s End Jane Harrison Skate Debra Oswald The Bridge Jane Higgins The Interrogation of Ashala Wolf Amberlin Kwaymullina Book Trailer The Hunger Games books 1-3 Suzanne Collins Lord of the Flies William Golding Sea Hearts Margo Lanagan Dark Juice Pride and Prejudice Jane Austen Erebos Ursula Poznanski Reading Stories Bronwyn Mellor Stone Cold Robert Swindell Only the Heart Brian Caswell David Phu An Chiem Dougy James Moloney Gracie The Fault in Our Stars John Green The Curious Incident of the Dog in the Night-time Mark Had The Ink Bridge. Neil Grant The Story of Tom Brennan J C Burke Page 46 of 48

70 Stage 5 Non-fiction Asia Indigenous cultures Sustainability Enriching student experiences The Happiest Refugee Anh Do Riding the Black Cockatoo John Danalis Land s Edge Tim Winton Touching the Void Joe Simpson Growing Up Asian in Australia Alice Pung ed The Tall Man Chloe Hooper Worst of Days Karen Kissane The Glory Garage: growing up Lebanese Muslim in Australia Nadia Jamal & Taghred Chandab Wrong about Japan Peter Carey Maybe Tomorrow Meme McDonald and Boori (Monty) Pryor Down To Earth Tim Winton The Real Fight: A Memoir of a Life Interrupted Kim Dalton Mao s Last Dancer Li Cunxin The Stolen Children; their stories. Carmel Bird (Ed) Plastic: a toxic love story Susan Freinkel Red Dog Louis de Bernières Black Chicks Talking Leah Purcell Richard Fidler conversations with John Danalis transcript Severn Suzuki. Plenary address to Earth Summit in Brazil 1992 The Unknown Soldier speech Paul Keating Barak Obama s 4 th November 2008 speech: Change has Come Maiden speech in NSW Parliament Linda Burney (2003) Apology to Australia s Indigenous peoples Hon Kevin Rudd (2009) Redfern speech Hon Paul Keating (1992) Everyday and workplace texts for example advertisements, travel brochures, instructional manuals, websites, newsletters, public speeches, application forms Passion and Persuasion Deb McPherson (ed) Conversations with Richard Fidler nversations/?section=archives_a_z& letter=a Australian Story Page 47 of 48

71 Stage 5 Multimodal Texts Asia Indigenous cultures Sustainability Enriching student experiences Mao s Last Dancer director Bruce Beresford Bend it Like Beckham dir Gurinder Chadha Princess Mononoke dir Hayao Miyazaki Indonesia: A reporter s journey Mike Carlton The Year of Living Dangerously Peter Weir The Sapphires dir Wayne Blair Avatar dir James Cameron Boy dir Taika Waititi Careful He Might Hear You dir Carl Schultz Bran Nue Dae dir Rachel Perkins Into the Wild dir Sean Penn Bright Star dir Jane Campion Alice in Wonderland, Edward Scissorhands dir Tim Burton Mabo dir Rachel Perkins Bag it director Susan Beraza Andrew Denton Enough Rope Time Winton interview pe/transcripts/s htm The Arrival The Lost thing The Red Tree Shaun Tan The Beowulf Gareth Hinds By Heart 101 Poems to Remember Ted Hughes (ed) Slumdog Millionaire director Danny Boyle and Loveleen Tandan Antipodes: Poetic Responses edited by Margaret Bradstock Our Choice App for ipad Al Gore Romeo + Juliet, Moulin Rouge dirr Baz Luhrmann Trailer for The Great Gatsby Monsoon Wedding dir Mira Nair From Little Things Big Things Grow Paul Kelly and Kev Carmody Take 3 initiative Dead Poet s Society. Gallipoli Witness Peter Weir The Hunger Games Gary Ross Making Multicultural Australia du.au/ Archie Roach Took the children away The Rabbits Shaun Tan RSC site Bell Shakespeare site The Guardian advertisement The Island Amin Greder Much Ado About Nothing dir Kenneth Branagh Page 48 of 48