EXECUTIVE DIRECTOR’S UPDATE2017 was a terrific year for internationalisation in Victoria, with more and more schools engaging in global learning activities, the Victorian Young Leaders to China Program being recognized for a national excellence award and the International Student Program exceeding 5,000 international government school students for the first time.

There is no “one size fits all” approach to internationalising, and it has been encouraging talking to a range of different schools in recent months about how they are building global perspectives into their classrooms, connecting with their multicultural school communities and leveraging initiatives like sister schools, language learning or an International Student Program to bring the Global Citizenship element of the FISO to life.

The importance of cultural awareness will be elevated this year as the OECD launches its new “global competences” test, which will be added to maths, reading and science Pisa testing from 2018 for Australian students:

http://www.oecd.org/pisa/aboutpisa/Global-competency-for-an-inclusive-world.pdf

The role that Victoria’s own cultural diversity plays in our State’s future prosperity was highlighted recently through the launch of the new Victoria India Strategy: Our Shared Future, which you can access here: https://www.vic.gov.au/news/victoria-s-india-strategy-our-shared-future.html.

With over 200,000 Victorians of Indian heritage, many of them studying in our schools, the Strategy recognizes the importance of education as a bridge between our two countries. The Strategy includes an expansion of the Victorian Young Leaders Program to India, a Women in Leadership program for school principals and an initiative

to leverage the Indian diaspora within our schools to connect with schools in India.

And from a country of 1.3 billion people, to an area of 75,000, the Department has now appointed a Senior Program Officer, Denise Hilliger, who will work with the Regional Services Group, the Latrobe Valley Development Authority, and schools in the Latrobe Valley to identify approaches to global learning that will resonate with students and teachers in this important region.

If you would like to learn more about any of these initiatives, please do not hesitate to contact the International Education Division.

Joel Backwell

A WORD FROM THE EDITOREdition #70 brings a slimmer version, in a new format. We’d love your feedback on this, or any stories about your schools, resources or ideas you have found useful in working in the international, global learning space.

This version has no references or reminders to any articles that may have appeared in School Bulletins, Regional communications or news articles. This is part of the

INTERNATIONALISING AND ASIA LITERACY Issue #70 | February-March 2018

IN THIS ISSUE Elaborations for Intercultural capability

Opportunities for teachers

Opportunities for students

Professional Reading

Resources

TOP LINKS Internationalising Education

www.education.vic.gov.au/school/principals/management/Pages/schoolpractice.aspx

Victorian Studies of Asia Wiki https://studiesofasia.wikispaces.com/

Studies of Asia Victoria http://www.education.vic.gov.au/studentlearning/programs/studyasia/

Access this newsletter online at http://studiesofasia.wikispaces.com/NEWSLETTER

Queries, comments, contributions to stirling.lindy.j@edumail.vic.gov.au

Department’s commitment to reduce and streamline the information sent to you by the Central office.

ELABORATIONS FOR INTERCULTURAL CAPABILITY The intercultural capability in the Victorian Curriculum has two strands: Cultural Practices and Cultural Diversity. These have been outlined in previous newsletters (see #65 April-May 2017)

The long awaited elaborations for these across the levels is now available on the VCAA website. You can also search for Intercultural Capability under the Curriculum tab and select ‘E’ under View. See also ‘Resources’ section below.

Some examples:

Levels F- 2

Cultural Practices

Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)

noting information from stories that identify similarities and differences between families from a range of places including stories from students in the class and in stories about children in other places

Levels 3 and 4

Cultural Diversity

Explain the role of cultural traditions in the development of personal, group and national identities (VCICCD007)

asking students to brainstorm what they know about their own cultural traditions and prompt them with questions, for example, Where do their traditions come from? How might their traditions have changed over time?

Levels 7 and 8

Cultural Diversity

Identify the challenges and benefits of living and working in a culturally diverse society (VCICCD015)

prompting students to identify the criteria they would use to help decide where to live if they were migrating to another country, and extend advanced students by introducing challenges into the scenario, such as linguistic or economic restrictions

Levels 9 and 10

Cultural Practices

Analyse the complex and dynamic interrelationships between and within cultures in a range of contexts and the impact of these interrelationships on their own and others cultural practices (VCICCB017)

analysing multifaceted and complex cultural practices, for example, how religion intersects with and diverges from culture or cultural practices

______________________Opportunities for teachersFREE DIGITAL LEARNING WORKSHOPSDET Digital Learning and Microsoft Education are providing free workshops to improve your skills and digital literacy. There are a range of workshops including “Internationalising the Victorian Curriculum with Skype in the Classroom”. You can access this and other programs at: https://www.eventbrite.com.au/o/microsoft-education-and-det-digital-learning-14372009735

VICTORIAN INTERNATIONAL TEACHING FELLOWSHIPS: 2019 APPLICATION PROCESS DUE TO OPEN SOONThe Victorian International Teaching Fellowship (VITF) is an international professional development opportunity for outstanding Victorian teachers. It is a reciprocal exchange program open to teachers from Victoria’s government, independent and Catholic schools. Teachers exchange teaching positions and houses for 12 months with teachers predominantly from Canada, the US, UK and Germany. While on exchange, all Victorian teachers are required to complete a research project aligned to their school’s priorities and informed by their VITF experience. The research project is an important element of the VITF and an opportunity for powerful learning that can be shared and

translated into action and school improvement upon the teacher’s return. Please consult your Principal (or Regional Director and/or equivalent if you are a principal) before applying to participate in the program. Exchanges for 2019 to North America normally commence in January and to Germany commence around July-August.

To be eligible for the VITF, teachers should have a minimum of four years tertiary education and five years teaching experience prior to the year of participating in the exchange. We are particularly interested in teachers who have a strong commitment to enhancing their practice and can demonstrate how a VITF experience will contribute to this!

Please find the documents at https://studiesofasia.wikispaces.com/NEWSLETTER :

1. Information on the Program2. Frequently Asked Questions3. Application Form4. Terms and Conditions

For further information please email: vitf@edumail.vic.gov.au or contact Katie Acocks on Tel: 03 9637 3964 or Louise Freeman on Tel: 03 9637 3476

INTERCULTURAL CHAMPIONS The 12-month Intercultural Champions (IC) Pilot Program is a professional learning opportunity for up to 30 classroom teachers from Victorian government primary and secondary schools. It aims to build the capacity of teachers to confidently develop intercultural capability in classrooms. The IC Program enhances teachers’ capacity and confidence to model teaching and learning that builds intercultural capability. Program participants will play a key role in modelling teaching and learning that assists schools to deliver the Intercultural Capability element of the Victorian Curriculum F-10 and the Global Citizenship dimension of the FISO.

The IC Pilot Program will begin from term 3, 2018. IED will soon be seeking applications from experienced and/or high potential teachers recognised for their teaching expertise and interest to carry out curriculum change, as well as willingness and ability to work with colleagues to bring about improved teaching and curriculum outcomes in intercultural capability.

INTERNATIONALISING SURVEY AVAILABLE Globalisation of jobs, trade and economies mean that young Australians will increasingly undertake a range of different careers, work across the globe and have to

navigate expanding cultural diversity both at home and abroad.

Victorian student Gul participated in a 6-week overseas culture and language learning program to China and commented that it provides “a more globalised view of the world. Your world and thoughts are not limited to the walls of the classroom. You start to feel that your opportunities are endless.”

So how can we increase the number of children and young people who have the global competencies needed for their futures?

To do this, we would like to hear your views and experience with learning about different cultures and equipping young people to be global citizens – a component of the Victorian Curriculum and Framework for Improving Student Outcomes (FISO).

How to get involved

An independent market research consultancy, Hall & Partners Open Mind, has been commissioned to conduct this research on behalf of the Department.

A voluntary, 15-minute online survey, is now available for you to complete. The survey may be completed by yourself as the principal or be delegated to an appropriate school representative.

Instructions

1. For Action: you can start the survey now.

2. To participate, simply click on the secure link below or copy and paste the text into your browser http://survey.websurveycreator.com/s/1163

3. If necessary, please forward this survey link onto an appropriate delegate. Please do not forward this link onto students. The survey can only be completed once within your school.

This survey is voluntary and carried out in compliance with the Privacy Act. Further information is attached in the Consent Forms. The information and opinions you provide will only be used for research purposes. Your responses will be treated in the strictest confidence. The responses of everyone who takes part in the survey will be combined, and no individual information will be made available. The survey should take about 15 minutes to complete.

Survey contact details

If you have any questions or would like further information about the online survey or research project in general, please contact:

Gary Colquhoun, Hall and Partners Open Mind on +61 3 9662 9200 or via email at gary@hpopenmind.com.au, or

Matt Flemming, International Education Division on +61 3 9637 3373 or via email at flemming.matthew.j@edumail.vic.gov.au

BRIDGE PROGRAM FOR 2019

The BRIDGE School Partnerships Program is expanding to include Papua New Guinea, Samoa and the Solomon Islands. BRIDGE is a unique professional learning opportunity that enables school communities to establish an international partnership with a school in the Asia or Pacific region. Express your interest for a 2019 program

today here. 

______________________Opportunities for students100 STORY BUILDING – WRITING WORKSHOPS

100 Story Building, a centre for young writers, will run story writing workshops for schools and communities again in 2018. The school workshops cover a range of narrative storytelling devices, strategies and concepts, each with connections to the Australian Curriculum.

100 Story Building workshops focus on working with young writers and schools from culturally and linguistically diverse and marginalised backgrounds, but they also provide fee-based workshops on request. See the 100 Story Building website for details of age specific and thematic workshops coming up in 2018.

http://www.100storybuilding.org.au/creative-storytelling-schools-community/

CULTURAL DIVERSITY WEEK

Film festival – Information at https://culturaldiversityweek.vic.gov.au/get-involved/vmc-film-festival/

Primary school art competition – https://culturaldiversityweek.vic.gov.au/get-involved/primary-school-art-competition/

Full details about other Cultural Diversity Week events and activities will available in the coming weeks at www.culturaldiversityweek.vic.gov.au

DET’s Cultural Diversity Resource Kit: https://edugate.eduweb.vic.gov.au/edrms/collaboration/WDI/Pages/Cultural%20Diversity.aspx

HARMONY DAY

Harmony Day – 21st March – coincides with the United Nations International Day for the Elimination of Racial Discrimination .

It celebrates the cohesive and inclusive nature of our nation and promotes the benefits of cultural diversity. Schools, community groups and organisations across Australia host Harmony Day events. See the Harmony Day website for the calendar of cultural and religious dates, festivals and celebrations.

GLOBAL GOALS YOUTH FORUM (SALE)Held in Sale on Friday 20 April, 2018 the Global Goals Youth Forum will provide an opportunity for secondary students from schools around Sale to take action to solve the global issues of our time.

The Global Goals Youth Forum is a full-day program for Years 9-11 students designed to deepen their understanding of global issues and develop their global competencies.

Throughout the forum, students are challenged to work collaboratively in teams of 6 on one of the Global Goals based on their interests and passions and design their 'Big Idea' to help achieve that goal by 2030 through structured design thinking. At the end of the day, each team is invited to pitch their 'Big Idea' to the audience. Their 'Big Ideas' are then collated and shared in a report of key outcomes.

Prior to the forum, teachers are provided with a comprehensive information pack, including pre-forum student learning activities as well as suggestions of post-forum activities.

Registration is free and includes pre-forum materials, morning tea and lunch on the day. Register or express your interest for a team of six students and one accompanying teacher here.

______________________Professional ReadingTEACHERS AND SCHOOLS NEED MORE INTERCULTURAL LEARNING

Experts, researchers, and educators from Harvard and other universities from around the world, the Council of Europe, the Organisation for Economic Co-operation and Development (OECD), ministries of education and other institutions, are calling for more intercultural learning to be included in teacher education and in-service training.

They also demand that more emphasis be placed on intercultural competence in school curricula. These were the outcomes of the debates at the 8th Forum on

Intercultural Learning and Exchange that took place in Italy, in November 2017.

Even though UNESCO reports show that 68% of education curricula around the world have content focusing on cultural diversity and tolerance, the quality and amount of

this content is not enough for properly educating global citizens.

Curricula can significantly benefit from more content addressing diversity, fostering real-world engagement and interaction with cultural “others”. Strengthening intercultural competences of students always starts with empowering teachers to develop their own intercultural skills.

Read more here

POLICY GUIDE FOR GLOBAL CITIZENSHIP EDUCATION

The Asia-Pacific Centre of Education for International Understanding (APCEIU) has developed Global Citizenship Education: A Guide for Policymakers to assist UNESCO Member States to integrate and strengthen Global Citizenship Education in national education policies, strategies and plans, and to respond to requests for

guidance from policymakers, curriculum developers, teacher educators and teachers.

It is in two parts:

Part 1 provides an overview of GCED. It includes three sections that cover: the background to GCED; the rationale for GCED; and the concept of GCED

Part 2 focuses on developing and implementing GCED policy. It includes five sections that cover priority areas for action: policy review and development; curriculum review and development; capacity building; knowledge creation, sharing and dissemination; and monitoring and assessment.

Access it here.

WELLBEING OF YOUNG AUSTRALIANSThe Australian Research Alliance for Children & Youth (ARACY) has released its third Report Card, updating on changes in the wellbeing of young Australians since its previous report in 2013. Performance and Evaluation Division (PED) presents a selection of key findings from the Report Card at https://edugate.eduweb.vic.gov.au/edrms/keyprocess/TEB/Pages/Report-Card-2018.aspx?pageid=2&sid=1

MAPPING GENERATION Z IN INDONESIAAccess it here:

This study focuses on Indonesia, the fourth most populous country in the world with more than 260 million people, nearly half of them under the age of 30. The middle-class is expected to double in size by 2020. The report aims to uncover the attitudes and perceptions of Indonesian teens on studying abroad, including what drives their decision-making process, which destinations they prefer and what concerns they have when thinking about a student exchange opportunity.

The study includes more than 5,500 respondents from Indonesia between the ages of 13 and 18, and found that a vast majority of the students surveyed (81%) have considered studying abroad.

Finally, the report found that English-speaking countries such as the U.S., U.K. and Australia maintain their status as the most sought-after destinations (88% of respondents see them as very favorable for study abroad. Additionally, program aspects such as the reputation of the host country (84%) and the host school (71%), as well as English as the language of instruction (78%) are highly impactful for a student’s decision to go abroad.

TOWARDS AN ADAPTIVE AUSTRALIAN EDUCATION SYSTEMA research paper from the Grattan Institute has proposed that an adaptive education system would better prepare young people for adult life and improve learning outcomes in Australia.

Dr Goss explains that an adaptive education system is one that incorporates flexibility to the challenges and environments it faces using innovation, best practice and evidence at a school, regional and system level.

In order to achieve this, the paper argues that school collaboration and information sharing is required, and that education departments need to support regions and schools in accessing and embedding a strong evidence base in their practice.

To read a helpful PED snapshot and access a full copy of the research paper, see: https://edugate.eduweb.vic.gov.au/edrms/keyprocess/TEB/Pages/Schools/Towards-adaptive-education.aspx?pageid=2&sid=1

Or direct at: https://grattan.edu.au/report/towards-an-adaptive-education-system-in-australia/

TAKE ACTION TO STEP OUTSIDE OUR BUBBLES – AND GROW GOOD KIDS

This article stems from the US scene but its relevance is global. It has some simple steps for parents to take to grow empathy in their children whilst combatting the negative influences that seem to hover over our shoulders on a daily basis. Read more here

______________________ResourcesINTERCULTURAL CAPABILITY RESOURCESThe VCAA has published a comprehensive package of Intercultural Capability resources for use in all Victorian schools. The first part of this package includes:

a video – project participants discuss the importance and challenges of teaching Intercultural Capability

a presentation – outlining some of the challenges and lessons learned by participating schools and designed to prompt school discussions about how to approach planning and teaching Intercultural Capability

sample units of work – based on material developed with participating schools. Where possible, annotated student work samples and assessment advice are included.

Additional sample units of work from this project will be made available in Term 2.

View the resources on the Intercultural Capability – Teaching Resources webpage.

GLOBAL PROJECTS

Global Projects help teachers to plan for meaningful deep learning experiences that develop global competencies. They enable the investigation of global events, with many referring to the UN Sustainable Development Goals, answering the call for global citizens who can make a difference in their lives and the lives of others.

These projects have been sourced from across the globe and are all aligned to the Victorian Curriculum.

Begin your exploration at: http://www.digipubs.vic.edu.au/curriculum/global-projects/home Some ideas to work with the intercultural capability include:

A week in the life (years 5-6) Building Bridges to Tomorrow (years F-2) Finding Solutions to Hunger, Poverty and

Inequality (years 9-10) Heritage (years 3-4) Our many identities (years F-2) Digiteen project (years 7-10) Digitween project (years 5-6)

CULTURAL ATLAS

The Cultural Atlas is an educational resource providing comprehensive cultural information on the countries from which Australia’s biggest migrant populations have originated. The Cultural Atlas is a work in progress and information is constantly being reviewed, updated and expanded. SBS invites users to be part of this process by contributing to the site’s content by visiting the page.

The Cultural Atlas aims to inform and educate the public in cross-cultural attitudes, practices, norms, behaviours and communications. The goal is to enhance social cohesion in Australia and improve outcomes for individuals and organisations operating in an increasingly culturally diverse society.

‘Cultural profiles should not be relied upon to form expectations or stereotypes of an individual’s behaviour based on their country of origin.

This information is purposed to give you an understanding of the dominant culture of countries so that you may gain insight into the kind of cultural and social environment a first-generation migrant from that country is likely to be familiar with.

Please remember that descriptions of dominant cultures are unlikely to be applicable to every individual. Countries contain many microcultures that differ from the dominant culture in identifying characteristics and people’s behaviour vary on an individual basis.’

https://culturalatlas.sbs.com.au/

LMERC - LANGUAGES AND MULTICULTURAL EDUCATION RESOURCE CENTREIf you are looking for resources for anything to do with cultures of the world, EAL, Human Rights, Languages, Asia, indigenous, or intercultural understanding, the Languages and Multicultural Education Resource Centre is your specialist library. It operates free to users and is

located on Level 1 of the CO.AS.IT Building, 189 Faraday St Carlton, 3053 VIC.

LMERC Contact details:

Telephone: (03) 9349 1418

Email: lmerc.library@edumail.vic.gov.au Library homepage and catalogue has an easier to remember address: http://lmerc.softlinkhosting.com.au

Website: http://www.education.vic.gov.au/school/teachers/support/pages/lmerc.aspx

Do yourself a favour and check it out, at least online or by phone. The staff are incredibly helpful.

LMERC will be open 9-5pm on a Saturday once per term in addition to our usual days and times. To enter the building on a Saturday, please press the reception button on the intercom at the front of the building.

Saturday opening dates for 2018

24 March

23 June

15 September

17 November

RESOURCES IN LANGUAGES OTHER THAN ENGLISH AVAILABLE IN PUBLIC LIBRARIES In September 2017, Victoria’s network of public libraries compiled data on their collections of items in languages other than English (LOTE) as at 30 June 2017.

Public libraries hold 167,458 resources in Chinese, 14,040 in Spanish and 61,010 in Vietnamese. This is a great resource for multilingual students and families. For a comprehensive list of items in LOTE available in Victorian public libraries by language, go to https://docs.wixstatic.com/ugd/1f8737_ee5c7da10d96431e89ffc251b5e55b9a.pdf

INTERCULTURAL RESOURCES?Check out previous newsletters, especially Feb-March and April-May 2017 for a wide range of ideas and information.

GLOBAL CITIZENSHIP IDEAS?Try the Oct-Nov 2017 edition.