1. INTERNATIONALISING SCHOOLING - THE EDUCATION STATE Globally ready students & internationally minded schools

2. FIVE PRIORITY PRACTICE AREAS Whole school approach to internationalisation Curriculum, assessment and instruction Sister schools and overseas learning experiences Community partnerships Integrating international students

3. SIX INTERNATIONALISING IMPLEMENTATION DIMENSIONS

4. WHAT DOES IT MEAN TO BE GLOBALLY READY? A globally ready student: has the ability to get along with people who do not share the same cultural commitments and beliefs is reflective and has the capacity to recognise that there are other legitimate ways to see the world has a deep knowledge of the world is curious about global affairs and history speaks two or more languages is competent in diverse settings and can engage with different beliefs and cultures in meaningful and purposeful ways recognises and minimises religious or ethnic prejudices is skilled in interpreting, negotiating and managing conflict

5. WHAT DOES IT MEAN TO BE GLOBALLY READY? Globally ready teachers have: prior knowledge and direct experiences with cultural diversity, such as in the local community or immersion experiences in other countries, and are confident to broaden their curriculum communication skills for international people to people engagement in-depth knowledge about partnerships digital capabilities, innovation and risk management skills

6. INTERNATIONALLY MINDED SCHOOLS ARE: using effective models of language instruction – including languages for Asia building global perspectives across the curriculum including studies at strategic points of the curriculum to particularly support intercultural capability using information technologies that build learners understanding and interaction with the world drawing on students’ and community cultural diversity developing intercultural capability through cultural events and activities providing professional learning for teachers and leaders to build knowledge and confidence engaging in meaningful sister-school partnerships, international projects and partnerships

7. MISSION STATEMENT OF THE INTERNATIONAL BACCALAUREATE: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

8. INTERNATIONAL BACCALAUREATE LEARNER PROFILE: The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: inquirers knowledgeable thinkers communicators principled open minded caring risk takers balanced reflective What are the beliefs and values that drive the PYP? Pages 2-7 Making the PYP Happen

9. OECD’S DEFINITION Global competence is the capacity to: analyse global and intercultural issues critically and from multiple perspectives understand how differences affect perceptions, judgments, and ideas of self and others and engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

10. THE DIMENSIONS OF THE PROPOSED ASSESSMENT OF GLOBAL COMPETENCE

11. ASIA LITERACY IN AUSTRALIAN SCHOOLS The Melbourne Declaration acknowledges the clear demand for Australians to become Asia literate through their school education and that all students should be able to relate to and communicate across cultures and countries of Asia. Australia’s growing engagement with Asia in trade, investment, immigration, tourism, education and humanitarian assistance has grown at a faster rate than our engagement with the rest of the world combined. Quote from the Melbourne Declaration on Educational Goals for Young Australians: India, China and other Asian nations are growing and their influence on the world in increasing. Australians need to become ‘Asia literate’, engaging and building strong relationships with Asia Quote from the Melbourne Declaration on Educational Goals for Young Australians: India, China and other Asian nations are growing and their influence on the world in increasing. Australians need to become ‘Asia literate’, engaging and building strong relationships with Asia

12. VICTORIAN CURRICULUM The Victorian Curriculum integrates intercultural capability into a number of learning areas. The VCAA definition says that: Intercultural capability aims to develop knowledge, understandings and skills to enable students to: demonstrate an awareness of, and respect for, cultural diversity within the community reflect on how intercultural experiences influence attitudes, values and beliefs recognise the importance of acceptance and appreciation of cultural diversity for a cohesive community.

13. VICTORIAN CURRICULUM Learning languages in addition to English extends student’s literacy repertoires and their capacity to communicate. It strengthens student’s understanding of the nature of language, culture and the processes of communication. Language categories -The languages included in the Victorian Curriculum F–10 are grouped into six categories. Some language specific curriculums are still being finalised and will be progressively incorporated into the Victorian Curriculum. These can be accessed in their current format (where available) from the Australian Curriculum website.website The Victorian Curriculum and Assessment Authority has developed a curriculum for Roman and Non-Roman Alphabet languages which will allow any world language to be offered by a Victorian school.

14. VICTORIAN CURRICULUM LANGUAGE CATEGORIES Roman alphabet languages These are languages whose writing system, or means of being visually recorded, is Roman alphabetic, and whose reading demands on learners are similar to those of English Examples: French, German, Indonesian, Italian, Spanish, Turkish, Vietnamese Non-Roman alphabetic languages These are languages whose writing system is alphabetic but non-Roman, and for which a learner is required to learn a new alphabet Examples: Arabic, Modern Greek, Hindi, Korean Character languages These are languages whose writing system is syllabic, ideographic, or a combination or syllables and ideograms, involving different reading processes from alphabet reading and the learning of a new script Examples: Chinese, Japanese Classical languages These are ancient languages which are no longer used as a means of everyday communication by a contemporary community Examples: Classical Greek, Latin Sign language This is a language of the Australian Deaf community. For most learners this will also involve reading in English Examples: Australian Sign Language Aboriginal languages Each Aboriginal and Torres Strait Islander language is unique. It gives voice to the landscapes, thoughts and ways of seeing and interpreting the world. When the language of the Land is spoken, it brings together all of the elements of the landscape and its people. It encompasses the relationships of these people with one another and with the landscape, past, present and future.

15. CRANBOURNE CARLISLE CONTEXT The Victorian Government is committed to ensuring that all young Victorians have access to high quality languages education. This enables all Victorian children and young people to effectively participate in an increasingly globalised world and economy at the local, national and international level, where the ability to communicate in and across a range of languages and cultures is critical. All Victorian schools are required by legislation, Education and Training Reform Act 2006, and as a condition of their registration with the Victorian Registration and Qualifications Authority to provide instruction in the eight learning areas, including Languages.

16. VICTORIAN REGISTRATION AND QUALIFICATIONS AUTHORITY The VRQA minimum standards for registration of schools states: A curriculum framework for a school must be in place – (a) for the organisation and implementation and review of the school's curriculum and teaching practices; and (b)to ensure that, taken as a whole, the learning areas in Schedule 1 to the Act are substantially addressed. Sch. 2 clause 6 of the Education and Training Reform Regulations 2007. Exceptions apply. The VRQA may exempt a school from addressing one or more of the learning areas if the school is registered for a specific purpose, if it is a school for students with disabilities or for other reasons determined by the VRQA (ETR Regulation 52).

17. GOVERNMENT COMMITMENT Cranbourne Carlisle will no longer be able to claim an exemption from teaching a language other than English

19. LANGUAGES IN VICTORIA From the 2011 census:

20. LANGUAGES IN CITY OF CASEY From the 2011 census:

21. LANGUAGES IN CRANBOURNE From the 2011 census:

22. LANGUAGES IN OUR SCHOOL Of our 472 children, 222 come from an English speaking background. The other 250 speak: We have one speaker of each of the following languages: Vietnamese, French, Spanish, Polish, Turkish, Bengali, Marathi, Nepali, Chinese, Nuer and Tongan

23. WHAT IS THE MOST COMMON LANGUAGE, APART FROM ENGLISH TAUGHT IN THE WORLD? Mandarin Spanish German French Japanese

24. WE NEED YOUR HELP! Time to head over to the website for a short survey that will help us to make this decision.the website