a.
b.
c.
i.
Action Plan
-
– Bloom’s taxonomy
-

[Content]
AIM : To work towards becoming an Asian Literate School by further integrating the
Studies of Asia into our existing curriculum.
BACKGROUND:
November 2009
–

The principal attended the L21CSV Forum – Melbourne.
2010 –

The school was successful with the above application for a grant and the opportunity for a study tour was offered to staff.

Asian Studies unit for Grade six was further developed.
The details of this can be found under the following link: Asia Studies Unit
3 March 2011 –

Principal reported to
“Engage with Asia” Network Meeting at Tooradin Sports
Club.
( Principal’s report )
The Principal’s Report identified a need for more collaboration to achieve our aim to become an Asian Literate School.
January 2011
–

Deputy Principal, Luisa Wilkinson, participates in Study Tour in China.
NEXT STEPS:
An Action Plan was developed that encouraged greater staff involvement. This Action
Plan is detailed, below.

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[Content]
TERM 1 - 2011:
Presentation made to the Staff at a Staff Meeting. This included:
1. An introduction to Chinese culture with a selections of Confucius sayings
Confucius Reflection PDF file www.stmberwick.catholic.edu.au
Click on Asia link
2. Photos of Chinese Icons.
3. Description of different briefings and speakers attended in China that gave us an understanding of the Education System in China and the difficulties they face.
4. Importance of China to Australia.
5. View and discuss photos of visit to Nanjing Pukou Xingzhi Primary School.
Nanjing Pukou Xingzhi Primary PDF file www.stmberwick.catholic.edu.au
Click on Asia link
6. Brief discussions how we can integrate into the Units we already have planned some aspects of Asian Studies.
7. Provide some examples of Topics: Using chopsticks to lead into food, culture, history. Population of China: type of housing and comparisons with Australia.
A link was set up on the school website to promote what is happening at our school in
Asian studies.
Copies of the most recent photos of Asia Day (which is part of the Grade 6 unit) can now be found as a PDF file on: www.stmberwick.catholic.edu.au
Click on Asia link
TERM 2 - 2011:

Level Meetings are to be assigned for teachers to start discussing and recording how they can integrate Asian Studies into the existing Units of Work. These Units
of Work can be found under the following link: Development of learning through 2 year Course of Study St. Michael’s Berwick)

A Staff Meeting will be allocated to collate and discuss ideas from the Level
Meetings. Ideas will be further developed and integrated sequentially.
TERM 3 - 2011:

Using the Asian Literate School Rubric , the Leadership Team will investigate
the status of the school in terms of resources and the need to further develop the project.
TERM 4 - 2011:

The Deputy Principal will be Involved in the Grade 6 Asian Studies Unit. Using the experiences gained from the China Study Tour and by providing resources and will act as a guest speaker for students.

The Deputy Principal will continue to promote Asian Studies by inviting parents and other classes to Asia Day and by continually updating pictures and information on the school website.

Leading concept
Change and movement
Change over time
Community &
Culture
Including cultural diversity
Environment
Environmental sustainability
Health and
Wellbeing
Needs and wants
Rules and laws
Level 1
What is in the world around me?
What does it mean to belong to a family?
What does it mean to be at school?
What does it mean to belong to my local community?
What is in the world around me?
How does my body grow?
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[Content]
Level 2
How does it work?
What effects what we do each day?
Level 3
How can different states of matter be changed?
How do things in my world work?
What does it mean to be Australian?
How have lifestyles changed over the past 3 generations?
How has Australia’s culture changed over time and why has this happened?
Where do I fit in my community- world?
What does it mean to be Australian?
How do our local natural habitats differ?
How can I keep myself safe and happy?
How do my lifestyle needs and wants change as I grow?
How does human interaction & settlement impact on the environment?
How can I keep myself and others around me safe?
What lifestyle choices affect our personal, physical and emotional well being?
How does our local government impact upon our way of life?
Level 4
How will significant events in the history of Australia affect me and my future?
How does our
Australian Culture compare to that of
Asia and surrounding nations?
How can natural and man made resources be manipulated to create a more sustainable world?
How do changes in our body effect the way we develop physically, socially and emotionally?
How can we be physically, socially and emotionally healthy?
How is money obtained so that people’s needs and wants can be obtained?
What are the values of democracy and how do they affect the way we live?

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[Content]
Unit name: Asia Studies
Level:4
Duration: 10 weeks
Physical and Personal Learning
Domain: Civics and Citizenship
Dimension/s: Civic Knowledge and understanding
Discipline Based Learning
Domain: The Humanities-
Geography
Dimension/s: Geospatial Skills
Term: 4
Year: 2011
Interdisciplinary Learning
Domain: Communication
Dimension/s: Presenting
GENERATIVE QUESTION: How does our Australian culture compare to that of Asian and surrounding nations.
Learning Focus: identify domain and dimension
Civics and Citizenship- Civic Knowledge and Understanding
They consider the experiences of diverse cultural groups, including ATSI communities, and their contributions to
Australian identity. They consider the values important in a multicultural society such as respect and tolerance.
They investigate the social and political links between Australia and other countries in the Asia-Pacific region and explore global developments and their potential impact on Australia.
The Humanities- Geography- Geospatial Skills
Students identify and collect information from maps, plans, photographs, satellite images, statistical data, and information and communications technology based resources; and record and represent data in different types of maps, graphs, tables, sketches, diagrams and photographs
The Humanities- History- Historical Knowledge and Understanding
Students develop an understanding of the histories of the cultural groups which have contributed to the Australian identity. This could include some history of source countries for Australian immigration such as Italy, Greece,
Poland, Sudan, Ireland, Chile or Vietnam. They explore the concepts of nation, culture and identity in both Australian and regional contexts, and learn that identity is complex, multifaceted and evolving.
Communication- Presenting
The ability to present information and learning in a coherent and appropriate manner is critical for all learners.
The Presenting dimension involves students gaining the knowledge, skills and behaviours to understand context, purpose and audience; select and use appropriate structure and organisation to convey meaning; and reflect on the style and content of the presentations they make.
Standards: Standards cannot be altered; transfer straight from VELS documents.
Identify domain & dimension
Civics and Citizenship- Civic Knowledge and Understanding
They explain the concept of multiculturalism and describe the contribution of various cultural groups, including
Aboriginal and Torres Strait Islander communities, to Australian identity.
The Humanities- Geography- Geospatial Skills
They identify features from maps, satellite images, and oblique photographs.
The Humanities- History- Historical Knowledge and Understanding
They describe aspects of governance, customs, religious traditions and daily life. They explain the values important to other societies and their own and links between other countries and Australia.
They compare and contrast the values and beliefs of Australians and people of other cultures. They compare aspects of different cultures and countries, in both the past and present, and ask questions about their own society. They sequence events and describe their significance in bringing about particular developments.
Communication- Presenting
At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations.

Pre-planning assessment of prior knowledge:
What do the children know? Within the scope of this unit, where
Unit assessment
How will I assess what the children have learnt? do their interests lie?
What strategy will you use to obtain this information? Eg; KWL chart
Students complete a KWL chart.
Resources & web sites: (used during the unit for planning or as teaching resource) www.rubistar.com.au
~ established rubrics
Students complete a KWL chart.
Incursions / Excursions: please include
contact details & applications http://www.asiaeducation.edu.au//imagesofasia/act.htm
Asian Folk Tales: http://www.aaronshep.com/stories/folk.html
Unit Evaluation: This section must be filed once evaluation is complete.
What worked well during this unit? Consider timeframe, planning, excursions & resources.
What would you suggest next time?
LINKS TO VELS INTERNET SITES:
LEARNING FOCUS: P-10 learning focus & standards
STANDARDS & PROGRESSIOIN POINTS: Standards and Progression Points
Teaching & learning/student activities: please attach detailed outlines for future reference.
“Non negotiable” when planning courses of study at St. Michael’s:
Ensure you regularly consult the VELS websites for learning foci, standards & support materials.
Scope documentation is completed and attached to planning as a cover sheet. Located in teachers/VELS/unit planner
Lesson outline proforma to be used for planning lessons
Evaluation completed and units filed with any accompanying documentation that you feel would help for future planning; weekly overviews, worksheets, excursion applications etc. This is to be completed and filed within two weeks of course conclusion.
All 3 strands are to be represented in courses of study

Level: 4 Term: 4
Generative Question: How does our Australian culture compare to that of Asian and surrounding nations.
Weeks
1
Session Focus
Geographical View of
Asia
Activity and resources/references
1.
Brainstorm names of countries in Asia
2.
Identify and name the Asian countries on a world map.
ACTIVITIES http://continents.pppst.com/asia.html
1.
Simple brainstorm activity using a mind map.
2.
Make a map of Asian countries, label the major cites and geographical features.
2
Geographical View of
Asia
1.
Identify the different landscapes and climate of different Asian countries.
ACTIVITY
1.
MAJOR PROJECT - Make a 3D poster on your country. The countries the students can choose will be a t teacher discretion. The Poster should include,

3D models of what makes up the different regions and landforms of the country. The models should sit on top of a 2D map of your country on poster paper.

Information on the different regions and landforms of the country.
1.
Identify the different landscapes and climate of different Asian countries.
3
4
Geographical View of
Asia
Geographical View of
Asia
ACTIVITY
1.
Continue with project set in week 2.
2.
Identify the different landscapes and climate of different Asian countries.
ACTIVITY
2.
Continue with project set in week 2.

Level: 4 Term: 4
Generative Question: How does our Australian culture compare to that of Asian and surrounding nations.
Session Focus Activity and resources/references Session
5
6
Geographical View of
Asia
Asian Culture
Folk Tales
3.
Identify the different landscapes and climate of different Asian countries.
ACTIVITY
3.
Continue with project set in week 2.
1.
Identify the different landscapes and climate of different Asian countries.
2.
Explore the different folk tales from different
Asian cultures.
ACTIVITY
1.
Continue with project set in week 2.
2.
Read folk tales to students. Look at what makes up a Folk Tale, what are the common features.
(Start writing Folk Tale for ICT movie.) http://etc.usf.edu/lit2go/
7
Asian Culture and influences in Australia.
How Asian Culture has influenced our lives.
MOVIE TEXT RESPONSE
MULAN
1.
Look at all the different ways Asia has influences life in Australia (food, drink, dance, outlook on life, work, industry, medicine.) http://continents.pppst.com/asia.html
ACTIVITY
1.
Watch Mulan and ask the students to identify the differences in Chinese history compared to Australian. What is different?
SEE http://continents.pppst.com/asia.html for the
2.
Power point on the true story of Mulan.
3.
Create a Ven diagram of the differences and similarities between Australian and Asian culture. Look at results start discussing Asia day.

8
Asian Culture and influences in Australia.
How Asian Culture has influenced our lives.
MOVIE TEXT RESPONSE
MULAN
9
Asian Influence on
Australia
10
11
Asian Influence on Australia
Assessment
Asia Day
2.
Look at all the different ways Asia has influences life in Australia (food, drink, dance, outlook on life, work, industry.) http://continents.pppst.com/asia.html
ACTIVITY
4.
Watch Mulan and ask the students to identify the differences in Chinese history compared to Australian. What is different?
SEE http://continents.pppst.com/asia.html for the
5.
Power point on the true story of Mulan.
6.
Create a Ven diagram of the differences and similarities between Australian and Asian culture. Look at results start discussing Asia day.
1.
What are the bordering countries of your
Asian country?
ACTIVITIES
1.
Make the large map of Asia in the hall.
Place your project in the appropriate section of the map.
2.
Dress up in your traditional Asian country dress.
3.
Bring traditional food from your chosen
Asian country.
4.
Present folk tales created in ICT.
5.
[ Return ]

UNIT OF STUDY: Asia Rubric
YEAR LEVEL: 4
[Content]
Promoting Learning
International www.pli.com.au
I enjoy reading, writing & speaking
I enjoy working with numbers & science
I enjoy painting, drawing & visualising
I enjoy doing handson activities, sports
& dance
1. Mind map what you think you know about Asia.
Discuss differing learning styles and the way this unit will work.
3. Name the coins and notes in the monetary system.
5. Find a famous invention of an
Asian country,
8. List the different forms of housing that is available in a country of your choice.
10. Describe the lifestyle of an Asian community.
4. Investigate some of the famous Buddhas in Thailand, compare sizes and dimensions.
5. Write a letter in
Japanese to a friend.
Draw and make a piece of jewellery, costume or clothing suitable to wear in
Asia.
10. Prepare a tourism poster about an Asian community.
2. Construct a map of an Asian country and show rivers, cities land types and major landmarks.
Make a mask to use in traditional Asian ceremony or festival.
8. Make a poster depicting the various modes of transport used in past and present
Examine the different religious groups of one country.
Compare and contrast one another. Venn
Diagram
2. Analyse how the environmental conditions of differing communities impacts upon their life.
Show the differences and similarities between an
Australian and an
Asian community.
Venn Diagram.
6. Investigate
Asian games and leisure activities.
Demonstrate one to the class.
6. Imagine you are a child in an Asian community create a game that could be played by the children in your community.
3. Create a time-line of important events in an Asian country.
10. Look at the art work of a particular country and construct a traditional piece.
8. Create a model of a famous landmark or a building in Asia.
6. Review an Asian folktale. Could this happen in our community?
3. Justify why the laws of an Asian country are different to Australia
10. Plan a tourist brochure to visit several places in
Asia. Include a recommendation for each place. Include a map of these places.
8. Recommend a new type of house for use in an Asian community to suit the environmental

I enjoy making & listening to music
I enjoy working with others
I enjoy working by myself
I enjoy caring for plants & animals
6. Find out the traditional music played in the country of your choice.
3. In groups investigate and tell the class about the variations in government between Australia and an Asian country
9. Find out about how different your life would be if you were growing up in
Asia?
7. Find out about the environmental issues impacting upon an Asian country.
6. Describe the types of musical instruments used and the sounds they made.
3. Discuss issues of crime in Asia and political issues of today. Discuss how different groups impact on this. times.
Plan for a new type of transport that would be useful to use in this varying environment
6. Choose a music piece from these times and write a review.
With a friend report on what was learnt by listening to the
Asian guest speaker.
9. Visualise that you are in Asia and complete a Y chart.
2. Describe the differing landscapes and conditions in different Asian countries.
Discuss the interdependence between the people and their surrounding environment.
6. Using similar sounding instruments create an Asian musical piece.
In your group discuss and analyse possible damage to landmark areas from tourists.
6. Design and construct an instrument that would be used in an
Asian country.
Conduct an interview with an
Asian guest speaker.
11. Complete your own concept or mind map to see how much you have learnt about Asia.
2. Construct a Venn diagram comparing the environmental conditions between
China and Thailand.
4. Identify famous constructions of
Asia. Prepare a short report about them.
7. Identify the special features of the animals and examine how these are adapted to their selected environment. Table this information.
11. Evaluate and prepare a recipe from Asia.
(W Chart)
7. Compose a newspaper article on environmental issues in Asia. conditions.
6. Choreograph a dance similar to ones performed in Asia.
10. Work with a partner to reconstruct an Asian scene.
10. Carry out a
SWOC analysis of life in Asia.
11. Debate which part of Asia would be the best place to live in and give reasons why.

[ Content ]

• Which room or part of a house is this? How can you tell?
• What do you think this student particularly likes about this place? How can you tell?
• Is this room/house/place like your room/house/place?
• How is it similar?
• How is it different?
• Do you like this picture? Why or why not?
• For whom was this picture created? How might this affect how the artist made the picture?



 

I completed______ components of the Asia Project rubric
On a scale of 1-10 (10 being the highest mark) score yourself on the following: be brutally honest and critical of your progress
Use of class time Preparation for project time at school
Putting research into my own words
Overall presentation of finished product
Ability to work independently
Oral presentations to the class
1.
Completing my project, the thing I found the most challenging was….
2.
I am most proud of….
3.
The most outstanding facts I learnt from my own or another’s research was….
4.
The next time I complete an independent research project I need to improve on….
5.
A learning strategy/tool that I really found useful was……
Name Signed (student)
Signed (teacher)

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[Content]
An Asia Literate school can be summarised as: -
The school community acknowledges the importance of including studies of Asia (SOA) in the school curriculum and has a policy for ensuring students will leave school being able to:

Understand Asia

Have informed attitudes about Asian peoples and countries

Know about contemporary and traditional Asia

Connect Asia and Australia

Communicate with people from Asia^
(As outlined in the National Statement for Engaging
Young Australians with Asia in Australian Schools)
Leadership
.
Policy priority
Professional learning
BEGINNING
School leadership is aware of the
SOA
Principal attended L21CSV
Forum – Melbourne 2009
Successful application for grant.
Offered opportunity for staff to attend a study tour
Discussion has occurred within the school community and leadership team about strategies for including studies of Asia in the curriculum
Each level dedicating level meetings to reviewing
School’s Scope and sequence and start discussing ways to integrate
Studies of Asia.
Staff may undertake professional learning and some do SOA professional learning in their own time.
DEVELOPING
School leadership values SOA, raises awareness in the school community and is beginning to plan for its implementation
The school leadership has endorsed inclusion of SOA in the curriculum and begun to write an implementation strategy.
ESTABLISHED
There is a leadership strategy in place to implement, monitor and review inclusion of studies of Asia
School policy acknowledges SOA will be sequential and integrated with other education priorities (eg Global Education,
Values, Civics, Multicultural
Education, Sustainable Schools).
Staff professional learning activities are built into school development days. SOA professional learning is required of staff.
Ethos School is aware of the need to embrace diversity.
Staff are actively encouraged to access school financed SOA professional learning.
March16th Explore Asia at the Zoo – two staff attending
March 21st and 22nd ICT
Studies of Asia – two staff attending
School embraces diversity with positive attitudes and values.
School embraces diversity with positive attitudes and values. These are stated in the ethos/vision/plan of the school.

Professional
Development
Confidence levels
Staff expertise and external recognition
BEGINNING
Teachers’ knowledge of Asia and related teaching resources is based on their personal experience and interests.
Study tour to China has provided the
Deputy Principal valuable knowledge resource.
Some staff are aware of the five emphases^ as outlined in the national statement.
Staff are embedding SOA into their curriculum but are still needing outside support to make it a sustainable and ongoing part of the school’s curriculum.
DEVELOPING
Individual teachers have developed expertise in SOA and knowledge of related teaching resources through occasional professional development.
Staff who have attended Professional
Learning will present their knowledge at Staff and Level Meetings.
Some staff confident to address the five emphases^ as outlined in the national statement.
Individual staff members are recognised as effective teachers in the area of SOA. Staff may work collaboratively making use of strengths within the group to develop effective learning and teaching strategies to support the implementation of SOA
ESTABLISHED
Staff expertise in SOA and knowledge of related teaching resources is supported by a planned whole school approach to professional development
Most teachers confident to address the five emphases^ as outlined in the national statement.
The school may be recognised by other schools as being an exemplary
SOA school. Staff work within
Curriculum networks and across schools to help develop strategies and tailor the curriculum to a school’s needs to support the sustainable inclusion

Implementation
Plan
Curriculum leadership
.
Content inclusion
Language
Sister school
.
.
Review and evaluation
.
BEGINNING
Audit curriculum, resources and staff to identify baseline data and identify areas for improvement.
Deputy principal along with teaching and Learning leaders at each level reviewing resources.
Individual teachers or a small group working to promote the SOA in the school.
Deputy Principal and Teaching and
Learning Leader working together to develop the curriculum .
Individual teachers are beginning to include content about Asia in the learning areas.
Asian Studies Unit in Grade 6
Some words and phrases of Asian languages are included in learning programs.
Occasional interaction with a school in an Asian country based on an individual teacher’s own connections
DEVELOPING
School action plan being developed by an interested group of educators using the National Statement as a guide.
SOA co-ordinator is appointed and working with some members of the school community
Curriculum committees have identified where SOA will be included in a range of subject and learning areas including which countries and aspects of Asia will be included across the curriculum.
Opportunity to learn an Asian language
Japanese is taught 3-6
Individual teachers informally review, reflect and evaluate the SOA and plan for improvement.
Planned interaction with a sister school occurs with one or more learning areas or year levels.
Annually 12 Japanese students use our school as a base, work with our students, across the school share cultural activities and stay with some of our parents.
Individuals and groups of teachers reflect and review the SOA programs and plan for improvement. and evaluates
ESTABLISHED
There is a school action plan to embed the SOA with increasing depth and breadth across the curriculum and learning years.
SOA co-ordinator is appointed and working with the whole school.
A coordinated curriculum strategy ensures SOA is sequential and inter-related reflecting the integrated scope & sequence of
SOA across the learning areas and year levels.
Learning an Asian language is valued and developed sequentially across the school
A sustained sister school relationship which is supported by an MOU includes sharing of curriculum projects and may include student and teacher exchanges
The school routinely reflects, reviews
SOA programs and resets goals for continuous improvement

Knowledge and understandings
Values and attitudes
Student centred learning
BEGINNING
Student learning typically includes discovery, understanding and applying knowledge about
Studies of Asia often through activities related to food, flags, festivals and folktales.
Classes attend presentation of Grade
6 Asian projects.
Students are beginning to engage with Asia.
Learning of Japanese language and culture.
Students are directed in their SOA themed tasks. Some/limited resources are provided.
DEVELOPING
Student learning typically includes some analytical and evaluative activities in Studies of Asia which enable them to begin the development of positive attitudes, skills and intercultural understanding about Asia.
Grade 6 Asian Studies Unit.
Students have positive attitudes and values towards Asian people, events, issues and lifestyles.
Students are given opportunities to investigate themes in the SOA. A wide variety of contemporary resources can be accessed to enable deep rich learning.
Grade 6 Asian Studies Unit and development of individual projects.
Learning of Japanese language and culture.
ESTABLISHED
Student learning involves deep and rich learning tasks and intercultural understandings which coherently develop in depth and breadth as students progress across the school years.
Students are Asia engaged and have the opportunity to know, understand and be able to demonstrate the five emphases^.
Students are proactive in choosing
SOA themed investigations within units of work and are able to access a wide variety of contemporary resources to enable deep rich learning