Last week a number of teachers from Bonython Primary School, Gordon Primary School and Lanyon High School, who are involved in a national Becoming Asia Literate project, funded by the Asia Education Foundation, presented their work to the National Asian Languages and Studies in Schools Program (NALSSP) reference group.
The aim of the NALSSP program is to increase opportunities for students to become familiar with the languages and cultures of Australia’s key regional neighbours, namely China, Indonesia, Japan and Korea. The rationale of this program is that ‘Asian languages and studies will equip the students of today with the skills to excel in the careers of tomorrow in our increasingly globalised economy. A greater cultural understanding and the ability to engage with our regional neighbours in their own language will help to build a more productive and competitive nation. This is beneficial for our economy, community and individuals, creating more jobs and higher wages and overall better opportunities for all Australians.’ It is interesting that the dominant factor in this rationale is related to the economy!
In this project we developed a range of learning elements using the Learning by Design framework. They include Japanese cultural studies for kindergarten to year 2 and a historical study of Hiroshima for years 5-6; in years 7-8 teachers developed learning elements on Chinese and Japanese masks in visual arts, shadow puppets in woodwork, and Asian food studies. Learning elements about the Vietnam War in years 9-10 history and a novel study of Balzac and the Little Chinese Seamstress by Dai Sijie in year 9 English were also developed. These complemented learning elements developed for years 9 and 10 in 2009 on Chinese ancient history, the Indian Ocean Tsunami in geography and Japanese textiles.
Learning by Design was a great tool to develop our learning elements in this project. Through experiential learning students were exposed to enrichment activities, stories, literature, films, excursions and presentations related to their focus area. They could also draw on their prior knowledge of the topics. In conceptual learning, students developed deep knowledge about Asia, including knowledge of Asian history, geography, society and culture. Analytical learning develops deep understanding and is essential in order to embed the conceptual knowledge. Through analytical learning students challenged stereotypes, examined a range of perspectives and viewpoints, and developed informed attitudes and values based on an appreciation of the diversity of the people of Asian countries. In applied learning, activities were designed for students demonstrate their learner transformation.
The teachers were inspirational as they described their learning designs and told their stories of student learning. The NALSSP reference group members were suitably impressed and I felt very proud of the work our teachers and students in the Lanyon Cluster of Schools are achieving.
