AGQTP Report 2013

Connecting with Asia through a

Geographical Inquiry

Action Learning Project

This AGQTP project was about teachers working collaboratively to create and inspire. The participating teachers from each school created a project that:

supported the implementation of the Australian Curriculum

connected groups of schools and groups of teachers to develop professional practice to improve student learning and engagement in the learning process

utilised the expertise within their own school by incorporating an inter-disciplinary approach as a critical aspect of this project

developed and implemented a sustainable professional learning process to address the implementation of new content within the Australian Curriculum for their project

can be shared with other professionals in Western Australia and the wider community The outcome was a diverse range of stories and interpretations and many forms of creative implementation of the Australian Curriculum.

Description of Professional Development Activity

Through the knowledge, understandings and skills of the Australian Curriculum: Geography this project will enable teachers and students to demonstrate inquiry-based teaching and learning. The aim of the project is to draw inspiration from appropriate content descriptors found in each year level and integrate the Cross curriculum priority: Asia and Australia’s engagement with Asia. This integrated approach will also provide opportunities for teachers to embed one or more of the core General Capabilities from the Australian Curriculum such as Literacy, ICT, Critical and Creative thinking, Ethical Understanding and Intercultural Understanding.

The project involved a total of thirteen primary teachers, who attended all the required professional learning sessions and individually brought a range of skills and specialist knowledge to their school project. Approximately twenty additional teachers (primary and secondary) attended the two-day Asia Experience and a number of invited guests attended the presentation day. In addition to this, a number of the participating project teachers were part of a teaching team at their school, so they disseminated information from the professional learning days to those unable to attend for various reasons. From an initial ‘expression of interest’, outlining the project aims, a range of schools was selected:

large / small in number

high / low socio-economic backgrounds

a mix of Primary year levels

a variety of locations within the metropolitan area

different religious affiliations (Christian, Jewish and Non-Denominational).

National Professional Standards for Teachers This project encompasses the following National Professional Standards for Teachers.

Domains of teaching Standards

Professional Knowledge 1. Know students and how they learn 2. Know the content and how to teach it

Professional Practice 3. Plan for and implement effective teaching and learning

Professional Engagement 6. Engage in professional learning 7. Engage professionally with colleagues, parents/ carers and the community

Based on the project description submitted by each school, a school visit was organized by Maree Whiteley (AGQTP Project Coordinator/AISWA Curriculum Consultant) to meet all participating teachers. During this meeting the overall project criteria were discussed, and commitment to the project was confirmed by all collaborating teachers from each school. Suggested use of grant funding was also discussed at this meeting, with teacher-release time for project planning and collaboration being high on the list for all schools. Teachers participated in a series professional learning opportunities; each one designed to meet one or more aspect of the overall criteria of this AISWA project as a whole. AISWA Languages Consultant Claire Leong and Hyogo Centre Manager Melissa Luyke joined the presenting team at different stages of the process to share their expertise in Languages.

Activity 1 Workshop 1 (Introduction and Planning) The first Project Team Meeting (Professional Learning Activity) was held in June to introduce the project guidelines and necessary planning materials to get started. Representatives from the five schools attended and in keeping with the theme of the project (Geography and Asia), the workshop concluded with a brief presentation and activity from the One World Centre. The following model of Action Research and definition of Action Learning was presented to discuss the planning process and the cyclic nature of this type of project-based teaching and learning:

During this planning workshop, relevant aspects of the Australian Curriculum were outlined:

AC Geography - the content and skills required for each year level

Cross Curriculum Priority: Asia and Australia’s engagement with Asia

General Capabilities to highlight the Geography/Asia focus: Intercultural Understanding; Critical and Creative Thinking and Ethical Understanding.

School-based Action Learning is a participant directed and team-based professional development process in which teachers reflect on their experience and expertise and form partnerships with others in order to act on real school-based problems (i.e.: an issue, challenge, opportunity or initiative) Source: www.eddept.wa.edu.au/curriculum/qtp/index.html

Activity 2 Workshop Two (Experience Asia – Two Days) Highlighting the theme of Asia Literacy through history, geography and culture, this two-day experience was promoted as both personal and professional learning. Participant feedback certainly indicated these goals were met and expectations surpassed, as the group of 26 teachers, were immersed in Japanese culture at the Hyogo Centre on Day 1 and explored Chinese ways in Chinatown and Chung Wah Hall the following day. Day 1 program:

Culture and Identity Claire Leong (AISWA Languages Consultant)

Japanese culture and activities Melissa Luyke (Hyogo Deputy Director)

Includes Japanese-style morning tea & lunch Hyogo tour information & student experiences

Australian Curriculum links and planning Maree Whiteley (AISWA Humanities Curriculum Consultant)

CCP – Asia and Australia’s engagement with Asia GC - Intercultural Understanding

Day 2 program

Heritage Perth Introduction - Why Northbridge?

Walking Tour - China town Richard Offen (Heritage Perth Manager & Historian)

History & shops offering traditional Chinese services

Bubble-tea from Old Shanghai Chinatown

Chinese activities Chung Wah Centre volunteers Demonstrations – Calligraphy and Tai Chi

Dim sum lunch

Chinese Connections (Present and Future)

Sister City relationships Wendy Earle (City of Perth, China/Perth coordinator) Business connections / Asia Literacy

Where to now? Plenary session School-to-school connections? Reflection of the two days

Activity 3 Workshop 3 (Part 1 - Presentation of projects and Part 2 – Participant/Team Reflection) A showcase presentation event was held at the Hyogo Cultural Centre to share the AC Geography-Asia projects.

The highlight was undoubtedly the diversity of the ideas, school contexts and ways in which each project

reflected Asia Literacy in a primary setting. Invited guests included representatives from the Asia Education

Foundation (AEF), the Geography Association of Western Australia (GAWA), AISWA and Department Of Education

consultants and school leaders from the participating schools.

Congratulations and positive feedback was extended to all the teachers who actively took part in this project. Not

only did they share their own personal and professional learning journey, they also produced sustainable,

integrated units of teaching and learning based on core elements of the Australian Curriculum.

As a result of the diversity of each school, the planning and organisation of their projects evolved as the teachers attended the workshops and challenged themselves through the collaborative process. Attachment One briefly describes each project and outlines aspects of the Australian Curriculum covered. The process stressed the importance of reflective practice, especially for those teachers new to collaborating with

other teachers from specialist Learning Areas. Digital and written records were used to monitor planning,

changing ideas and new understandings. At the completion of the project, a SWOT Analysis (Strengths,

Weaknesses, Opportunities, Threats graphic organiser) was used by each team of collaborating teachers to reflect

on their project as a whole.

Summary of How Professional Development Activity Improved Participants’ Quality of Teaching

‘Connecting with Asia through a Geographical Inquiry’ improved the participants’ quality of teaching in many ways: 1. It provided an opportunity for teachers to engage with the Melbourne Declaration, the Australian Curriculum, particularly AC Geography and the Draft version of the Australian Curriculum: Languages to plan and implement a cross curricular unit of work. 2. It introduced teachers to the success of an action research model that they could use as a tool for reflecting on and responding to current practice. 3. It connected teachers from different learning areas and year levels in their own school and from other schools, in professional discourse about project-based learning and collaborative projects. Two teachers (from different schools) reflected upon this point: ‘Working collegially means I was able to learn from my peers as we together developed a consistent pedagogical approach to Geography.’ (Attachment Two - Teacher feedback Surveys Activity 3) ‘It has been great to be given time to work with other teachers to explore and learn (in the new curriculum) together, sharing ideas, knowledge and different ways to tackle teaching particular content in meaningful ways.’ (Attachment Two - Teacher feedback Surveys Activity 3) ‘…also to reflect on your own strengths and those of the team around you - appreciate and celebrate everyone's strengths, identify and use them.’ (Attachment three - Teacher reflection using AITSL Standards)

4. As the criteria for this project states that the professional learning would be shared with a wider audience, from the start, teachers were requested to document their own professional journey as well as their students. In addition to written programming and planning documents (based on the relevant aspects of the Australian Curriculum), teachers were also asked to produce a short presentation using some aspect of audio-visual recording. Although a daunting task for many participants (presenting to an adult audience of peers and invited specialist guests) it allowed teachers to explore new capabilities and learn new skills with their students. ‘…a conscious shift in pedagogy and a huge learning curve in knowledge and skills.’ (Attachment 2 Teacher feedback Surveys Activity 3) 5. It encouraged teachers to embrace the notion of ‘creating’ and ‘producing’ for an audience. The Presentation Day demonstrated authentic, quality teaching and learning ‘in action’. Each school set-up a display of student work samples, artwork and multi-modal exemplars of the learning journeys and these were complemented by the teacher presentations from each school.

‘I have been quite overwhelmed by how much I have gained in the process. Having time to engage in professional learning with colleagues has been invaluable.’

‘Standard 6 - The watching of the presentations from other schools was 'huge' in terms of professional development and sharing good practice.’ (Attachment 3 - Teacher feedback Surveys Activity 3)

Photo journal: Angela Tsai, Teacher,

Moerlina School

So how has the participants’ quality of teaching improved? The feedback comments from the surveys, including the diagrams below, strongly suggest that this has been the case. For a comprehensive list of all survey responses, please see attached Attachment 2 Teacher feedback Surveys.

Summary of How Professional Development Activity Impacted on Identified Priority and Key Areas

Reviewing the initial aims of this project, ‘Connecting with Asia through a Geographical Inquiry’, each school team was asked to demonstrate collaborative planning to create a project that includes the points below. Was this achieved? Feedback from the surveys (Attachment 2 and 3), overwhelmingly indicates this has been achieved:

supports the implementation of the Australian Curriculum

‘Really enjoyed seeing how different schools interpreted the curriculum and developed it to suit the needs of their children.’ ‘More aware of the breadth of the Geography curriculum and Asia expectation. Global perspective encouraging.’ ‘I have not only learnt about the Geography curriculum but it has also given me a greater understanding of all areas.’

has the potential to connect groups of schools and groups of teachers to develop professional practice to improve student learning and engagement in the learning process

‘It was so inspiring to see how different teachers took the geography curriculum and implemented it into their classrooms and schools.’ ‘Opportunity to collaborate with other schools has increased my networking and allowed me to feel confident that I'm on the right track.’

will utilise the expertise within your school by incorporating an inter-disciplinary approach as a critical aspect of this project ‘It has been great to be given time to work with other teachers to explore and learn (the new curriculum) together, sharing ideas, knowledge and different ways to tackle teaching particular content in meaningful ways.’ ‘I have been quite overwhelmed by how much I have gained in the process. Having time to engage in professional learning with colleagues has been invaluable.’

develops and implements a sustainable professional learning process to address it

In addition to these reflective comments from some of the participants and school leaders, there are plans underway to collate each school’s learning journey (photo journal and planning documents) into DVD format and/or added to the AISWA Languages website. Produced by AISWA, this production ‘’Connecting with Asia through the Geography’, will become a valuable workshop tool as an authentic illustration of quality teaching and implementation of the Australian Curriculum.

can be shared with other professionals in Western Australia and the wider community

As the process was unfolding in each school, teachers and students were actively engaged in sharing their project within their own school community via newsletters, open days, learning journeys and assembly items. Activity 3 was the Project Presentation and Sharing Day. This was attended by invited guests including representatives from the Asia Education Foundation (AEF), the Geography Association of Western Australia (GAWA), AISWA and Department Of Education consultants and school leaders from the participating schools.

Having experienced the value of this professional learning project, several teachers from the project have indicated their willingness to present their story at future professional learning events, including state and national Geography and Asia teacher workshops and conferences.

Students from St Mark’s ACS (Year 5) had a

Geography/Japanese/English/History focus to showcase their

project.

‘It has made me reflect on how I go about delivering my

Language program. Having time out to engage in

professional sharing with colleagues has been

invaluable.’

Angie Elliott, Japanese language teacher

In conclusion, this AGQTP project has been extremely successful. The

participants feel they have a deeper understanding of the Australian

Curriculum, in particular AC Geography, the Asian Cross Curriculum

Priority and several of the General Capabilities. They are keen to continue

to develop cross curricular units of work, collaborating with teachers from

other Learning Areas where possible this year. AISWA are hoping to

publish this project in some form during this coming year, as a celebration

of these remarkable learning journeys, hoping to inspire other teachers to

try this approach.

Maree Whiteley AGQTP Coordinator: Connecting with Asia through a Geographical Inquiry AISWA Curriculum Consultant: Humanities and Social Sciences mwhiteley@ais.wa.edu.au

Activity 2: Day 2 Chinese culture. Participants

at the Chung Wah Centre for ‘Experience Asia’