Why Asia? Lisa Hayman Studies of Asia Adviser

Existing Programs:

Our kids are our future. If that future is to be one of peace and prosperity, they will need the capacity to engage in a dialogue with others of different cultures and creeds. General Peter Cosgrove, AC MC

We are the future Hedley Beare My name is Anjelica. I am five years old. What will my world look like? Think / pair / share activity

We are the future Do you know what to teach me? Do you know what I need to learn? And do you know how to teach me? Are you confident that you can design a curriculum which will equip me to live in my world?

What would the world look like if it was a village of 100 people?

Interconnectedness between Australia and Asia

___% of the earth’s land ___% of the world’s population the world’s two most populous nations: ______ and ______ two of the world’s superpowers: _____ and ______ the greatest diversity of belief systems The world’s largest Muslim nation is _ _ _ _ _ _ _ _ _ Why Asia?

___% of the earth’s land ___% of the world’s population the world’s two most populous nations: ______ and ______ two of the world’s superpowers: _____ and ______ the greatest diversity of belief systems The world’s largest Muslim nation is _ _ _ _ _ _ _ _ _ Why Asia 30% of the earth’s land 60% of the world’s population the world’s two most populous nations: China and India two of the world’s superpowers: Japan and China the greatest diversity of belief systems World’s largest Muslim nation Indonesia

Key elements

Timelines and Roadmaps Making connections between you and Asia Individually create a timeline to represent the ‘presence’ of connections with Asia in your life from birth to present. Indicate significant events and periods associated with the Asian ‘presence’ in your life – at home, school and in the community – consider food, leisure, clothes, religion………

Timelines and Roadmaps Making connections between you and Asia What is your desired future with Asia? Personal life Socioeconomic future

What are the essential learnings for Victorian students on Asia? Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning

Essential learnings on Asia for Humanities Humanities - History Understanding of cultural groups in Australia Investigations of Asia Pacific Region Investigate Ancient (China) and Medieval societies (Asia or Islamic society) Consider Australia ’ s social, political and cultural structures and traditions Investigate events leading to multiculturalism Learn about global interconnections Impact of key events in twentieth and twenty first century Consider key leaders Humanities - Geography Investigate characteristics of Asia and the Pacific Region Investigate environmental issues such as forest use and global warming Interaction of human activities with natural environment and study issues such as global warming, climate change, land degradation and desertification, and air and water pollution. Impact of globalisation Humanities - Economics Develop understandings of how Australian economy is managed in international context Examine role of globalisation in influencing Australia ’ s standard of living

Essential learnings on Asia The Arts Discuss artists from different cultural contexts Work as an ensemble to explore cultural diversity Learn and present dance sequences from different cultures English Many opportunities exist to integrate studies of Asia perspectives across the English Domain. This can be achieved through selecting a range of culturally diverse texts. Civics and Citizenship Consider experiences of diverse cultural groups Consider values important in a multicultural society Compare legal processes to those of other cultures Research global issues Investigate concept of human rights Explore Australia ’ s multicultural society – consider refugee problem

New possibilities Ancient China or IndiaAncient China India Mughals in India Feudal Japan

Curriculum development

Exploring Scope and Sequence Identify possible areas of study you could incorporate into your student learning program

Why I like Australia Everyone is friendly and safe. US All my most liked actors live there. I have never been there but I have seen it on TV and it looks good. Disneyworld, Hollywood and great food. UK Almost everyone likes soccer. Australian people come from England. France Because they have a nice language and make good food. Japan Because you are learning the language. I learn it and they have lots of celebrations. China Because you can learn how to speak a different language and make origami.

Why I don’t like Afghanistan Its poor. It thrives with terrorists. Its houses don’t look good. US America is not a peaceful place to have a holiday because they always have to get involved in war. China Animal cruelty - locking up cute bears. They cut peoples heads off and play soccer with their heads. Japan They wear different clothes. Nearly all the people are brown. Bali Because of the Bali bombings. Because of the tidal wave.

Cultural Intelligence (CQ) Margaret Bryne

What might CQ look like? The ability to suspend judgement, be tolerant, manage one’s natural emotions of frustration and even irritation (affective) Analyse and interpret a situation as a native of that culture would (cognitive) Choose a course of action that is culturally appropriate and achieves one’s outcomes in the context (behavioural)

25% of schools do not teach about Asia at all; 25% do so only in superficial ways. Review of Studies of Asia in Australian Schools, Erebus Consulting Partners, January 2002

Asia engaged young Australians all schools and their communities P -12 all learning areas

Understand ‘Asia’ Students will be able to explain what the term ‘Asia’ means, with some reference to geography, history, culture and the economy. They will understand and appreciate something about the diversity of Asia’s peoples, environments, cultures, belief systems and societies. They will understand the importance of the countries of Asia and their economic, strategic and cultural links with other countries in the world, particularly Australia.’

Studies of Asia must also be about the proper study of humankind: abut what is valued, what is excellent, what is beautiful, what is moving, what is lasting and what are the matters of belief. To insist that the above can be addressed solely through European or Western knowledge, which is still the assumption on which our education is based….is not only a disfigurement and deformity but is ignorant. Fitzgerald, S Education and the Australian Mind