1. INTERCULTURAL EDUCATION Curriculum of the optional course for primary education

2. ARGUMENT In Romania there are two types of ethic minorities: In Romania there are two types of ethic minorities: Historic minorities or national minorities and the immigrants Historic minorities or national minorities and the immigrants Among the minority groups there are 20 ethnic groups who have the status of national minorities: Albanian, Armenian, Bulgarian, Czech, Croatian, Greek, Hebrew, German, Italian, Macedonian, Hungarian, Polish, Russian – Lipovan, Roma, Ruthenian, Serbian, Slovak, Tatar, Turkish, Ukrainian Among the minority groups there are 20 ethnic groups who have the status of national minorities: Albanian, Armenian, Bulgarian, Czech, Croatian, Greek, Hebrew, German, Italian, Macedonian, Hungarian, Polish, Russian – Lipovan, Roma, Ruthenian, Serbian, Slovak, Tatar, Turkish, Ukrainian

3. On the Romanian territory you can find immigrants, especially of Chinese and Arab origin On the Romanian territory you can find immigrants, especially of Chinese and Arab origin The curriculum contains general information on the course, its objectives, teaching and assessment suggestions The curriculum contains general information on the course, its objectives, teaching and assessment suggestions The course for intercultural education is an optional, interdisciplinary one, which can be taught in any school within the school decision curriculum The course for intercultural education is an optional, interdisciplinary one, which can be taught in any school within the school decision curriculum It is especially recommended for the schools where the students have different ethnicity It is especially recommended for the schools where the students have different ethnicity

4. Reasons for a school to decide the inclusion of this course on the primary education: Romania is a multicultural country; Romania is a multicultural country; The people are different but have also similar traits; The people are different but have also similar traits; The early educational intervention is more efficient; The early educational intervention is more efficient; The optional subjects are interdisciplinary; The optional subjects are interdisciplinary; It is accompanied by didactic auxiliaries:teacher’s guide, student’s notebook It is accompanied by didactic auxiliaries:teacher’s guide, student’s notebook The most important reason for the inclusion of this course in the school decision curriculum is the fact that diversity means wealth The most important reason for the inclusion of this course in the school decision curriculum is the fact that diversity means wealth

5. CURRICULUM Knowledge: Assimilation of knowledge about ethnic groups on the Romanian territory; Assimilation of knowledge about ethnic groups on the Romanian territory; Enumeration of some specific traits for the ethnic groups in Romania; Enumeration of some specific traits for the ethnic groups in Romania; Explanation of the similarities and differences between people. Explanation of the similarities and differences between people.Abilities: Ability to learn through cooperation; Ability to learn through cooperation; Ability to analyze, to synthesize, to compare; Ability to analyze, to synthesize, to compare; Efficient communication; Efficient communication;

6. Values and standpoints: cooperation; cooperation; mutual respect; mutual respect; empathy; empathy; feeling of identity and membership; feeling of identity and membership; acceptance of diversity. acceptance of diversity. Abilities: Ability to learn through cooperation; Ability to learn through cooperation; Abilities of superior thinking (critical, creative, oriented towards the other) Abilities of superior thinking (critical, creative, oriented towards the other) Abilities of analysis, comparison and synthesis; Abilities of analysis, comparison and synthesis; Ability to communicate efficiently. Ability to communicate efficiently.

7. Structure The first part presents each ethnic group on the territory of Romania – multicultural themes The first part presents each ethnic group on the territory of Romania – multicultural themes The second part presents intercultural themes which approach in an integrated way the issues of ethnic diversity The second part presents intercultural themes which approach in an integrated way the issues of ethnic diversity The multicultural themes – awareness of the wealth and the cultural diversity on the Romanian territory The multicultural themes – awareness of the wealth and the cultural diversity on the Romanian territory Intercultural themes – synthesizing of the information from the first part around some key concepts, important for any ethnicity: family, religion, home, community, friendship, boys and girls, kitchen, perceptions on reality and colleagues Intercultural themes – synthesizing of the information from the first part around some key concepts, important for any ethnicity: family, religion, home, community, friendship, boys and girls, kitchen, perceptions on reality and colleagues

8. The teaching methods have the role to contribute to the achievement of the learning objectives Learning through cooperation, communication and superior thinking are three of the most important competences developed on the students thorugh the teaching of this course Learning through cooperation, communication and superior thinking are three of the most important competences developed on the students thorugh the teaching of this course Superior thinking includes critical thinking, creative thinking and oriented thinking towards the other Superior thinking includes critical thinking, creative thinking and oriented thinking towards the other The teaching methods are active and interactive The teaching methods are active and interactive

9. Heuristic conversation (helps the students to ask/formulate questions); Heuristic conversation (helps the students to ask/formulate questions); Explanation (helps the students understand certain contents) Explanation (helps the students understand certain contents) Debate; Debate; Line of values (helps the students create own opinions); Line of values (helps the students create own opinions); Predictive reading (helps the students develop the critical thinking); Predictive reading (helps the students develop the critical thinking); Reading in pairs (helps the students communicate with each other) Reading in pairs (helps the students communicate with each other)

10. Jigsaw (helps the students comunicate and develop the feeling of responsability); Jigsaw (helps the students comunicate and develop the feeling of responsability); Brainstorming (helps the students develop their creativity); Brainstorming (helps the students develop their creativity); Case study (helps the students develop their analysis ability); Case study (helps the students develop their analysis ability); Role play (helps the students become empathic); Role play (helps the students become empathic); Projects method (helps the students to deeply investigate one subject and to collaborate). Projects method (helps the students to deeply investigate one subject and to collaborate).

11. The teaching methods presented have also an illustrating character in order to suggest the cathegory of methodology appropriate for the course. The teaching methods presented have also an illustrating character in order to suggest the cathegory of methodology appropriate for the course. The teachers of primary education will be able to combine these methods with others, in order to create the most suitable didactic strategies for each theme and form/class. The teachers of primary education will be able to combine these methods with others, in order to create the most suitable didactic strategies for each theme and form/class.

12. The curriculum also has a series of activities which can be done with the participation of the entire class. The curriculum also has a series of activities which can be done with the participation of the entire class. Some examples of didactic scenarios are offered for both categories of themes: multicultural and intercultural. Some examples of didactic scenarios are offered for both categories of themes: multicultural and intercultural.

13. The assessment strategies suitable for this course are the formative ones, due to the strong emphasis on abilities and values this optional course has. The assessment strategies suitable for this course are the formative ones, due to the strong emphasis on abilities and values this optional course has. As a method of assessment, the portfolio is very suitable for the course of “Intercultural education”. Students can achieve one portfolio for each semester. As a method of assessment, the portfolio is very suitable for the course of “Intercultural education”. Students can achieve one portfolio for each semester.