Cross Curriculum Themes and General Capabilities in Pedagogical Practice - Essay Example

Assignment 1: Cross Curriculum Themes and General Capabilities in Pedagogical Practice Name Institution Assignment 1: Cross Curriculum Themes and General Capabilities in Pedagogical Practice The Australian Curriculum has been changed to deliver a relevant, contemporary while at the same time engaging curriculum that addresses the needs of students. It is now based on an Inquiry based model. The students are now encouraged to form their own questions about a topic and given time to explore the answers. Therefore, students are posers and solvers of problems. The inquiry based model is meant to focus on effective questions and higher order thinking. Good questioning stimulates learning, extends thinking and creates links between prior knowledge and new learning (P.276). The Melbourne Declaration and the new K-10 English Syllabus stipulates educational goals based on three key areas of priority. These priorities include the Aboriginal and Torres Strait histories and cultures priority, Asia and Australia’s engagement with Asia (AAEA) priority and sustainability priority. Seven general capabilities are also included in the curriculum. These general capabilities include literacy, critical and creative thinking, information and communication technology capability, personal and social capability, numeracy, intercultural understanding, and ethical understanding (Board of Studies NSW, 2012). A more detailed focus will be done on AAEA and the general capability of critical and creative thinking and their integration in the new syllabus as well as how they are related to pedagogical practices in English classes (Egbert, 2009, p.98). AAEA priority gives the students an opportunity to celebrate links that connect Asia with Australia. These links include cultural, social, political and economic links. The students learn about contemporary events which have resulted in shared experiences in response to a number of environmental issues. Such events include changes that have occurred in a local environment as a result of human activity, how natural events cause rapid change to the Earth’s surface, and how the design of built environments are influenced by a variety of social and environmental factors (P.265). The syllabus provides opportunities for students to understand the importance of the relationship of Australia with Asia. The learning and development of students in the NSW can be greatly attributed to knowledge, understanding, attributes, skills and values that are acquired in English. In line with the English syllabus, AAEA theme and the general capability of critical and creative thinking can be introduced into the English classroom through various ways. One of the ways involves the use of ICT in an English classroom. The use of ICT relates to technological pedagogy. In an English classroom, students can use ICT to create models to better understand concepts and problems. As an example, in the study the culture of Asia, I would introduce a film based on Asian culture for the students to watch. The students will be required to go online in order to access this film. The students will then be required to do a close text analysis on the cultural aspects depicted in the film. They will then be required to relate these aspects to the cultural practices of Australia. Similarities and differences in their culture and that depicted in the film will be analyzed. They will therefore be required to reflect on their culture and look at Asian culture. The students will then be able to employ critical thinking while doing the analysis (Jetnikoff & Kelly, 2013). Similarly, the use of ICT can be used to enhance student learning and encourage active participation. While learning on how the natural disasters occur, students could be asked to investigate how Tsunamis are formed. One of the most probable ways is to relate this to the Tsunami that occurred in Asia in the recent years. Video clips of what happened and depicting the destruction nature of the disaster often available online. The students will then be required to visit websites such as YouTube and watch clips on Tsunami. They will then be required to write a report on what caused the Tsunami. This would also relate to technological pedagogy. It would also simulate the ability of the student to analyze videos and form a visual understanding of the topic. Through the report, the students will also show case their understanding of the topic. Critical analysis and visual creativity will also be incorporated in the English classroom. Thus content knowledge of the topic will be accessed. Today society is made up of different cultures. This is not different in Australia where a large population of students of Asian origin exists. It will be easier to introduce the cultural links between Asia and Australia by involving the class in a discussion. The students will engage each other in discussion about their cultural background. Each student would explain to the others his or her own culture. The students would then discuss how its similarities and differences with other cultures. Foreign students would offer a very clear and personal picture on their culture. This would help the other students understand even better since they can easily relate to the experience of their fellow students. This would relate to the collaborative pedagogy in an English classroom. Such interaction would also help students better understand each other and ultimately help foreign students to adapt well in the new environment (Rachels, 2003, p.25). Economic links with Asia can also be introduced in an English classroom. China is one of the fastest growing economies in Asia. As part of a case study, the students would be required to undertake a study in to the economic practices in China. In this study, the students will be required to carry out research on the rise of China as an economic powerhouse. They will then come up with the business model that shows the economic plan of China. In this plan, presentations will include using graphs, charts and tables. The students will therefore be required to clearly demonstrate this using available software. A prior understanding of the software will be crucial to the student. In an English classroom, the students can also look at analyze the ethical issues associated with the economic rise of China. These issues will then be debated in class. The students will then be divided into two groups. One group will consist of those who think China business practices are morally right while another will involve those students who think China business practices are morally wrong. This would relate to the critic pedagogy in an English classroom. Critical criticism of the students will be tested as well as their ability to formulate an argument based on facts (Cranston, Kimber, Mulford, Reid, & Keating, 2010). Political links with Asia can be studied in an English classroom through various ways. It could be through enactment of plays and short films as well as writing of scripts based on political satire. I would therefore introduce a topic on political history or ideology of one of the Asian countries. As an example, communism is the practice in China. This ideology came up in 1940s. The students would then be required to study the history of communism in China, its principles and how it affects the lives of the people of China. The students will then be required to develop a play that with its main theme being communism. They would also be required to write a script and create a short film on the struggles of communists to spread their ideology and gain power. Thus the students will be able to come up with an investigate investigation into the history of communism in China (Daniel, 2011). They will also be required to be creative in enactment as they create a visualization of past events based on how they understand them. Previous knowledge of literature in English classroom will however be required in such a case. Therefore, the students will also be encouraged to use the knowledge they acquired in literature classes and in other courses to develop the film. This would relate to the instructional pedagogy in an English classroom (Brady, & Kennedy, 2010, p.240). Social links with Asian can be introduced into the English syllabus through active participation of students. Active participation can be done through several ways. One of the ways is the introduction of the Asia Literacy Ambassadors Speakers Bureau. These ambassadors work across a wide range of sectors including banking, science, arts, environment and many more and give presentations to school assemblies and career talk evenings. The ambassadors would then be called in to talk to the students concerning various issues. Students would then be encouraged to ask and engage these ambassadors with questions (Devine, 2012). Another way is the creation of partnership in schools through ICT. Students will visit a school in another country and interact with the students in a more personal level. These students can create friendships and thereafter interact through the internet (Kingsbury, 2012). Similarly, social practices of other Asian countries could be studied in an English classroom. As an example, the practice of martial arts is very popular among Asian countries. A candid analysis of this art would be to ask the students to look at different forms of martial arts. They would investigate from movies, books or even visit those countries to learn more on the art. The students would then be required to write a report on the practice detailing what they learnt (Bliss, 2012; Tezci, 2009). To promote critical and creative thinking, I would also introduce term papers based on issue affecting Asia. For example, a project on major social changes in an Asian county of their choice would be ideal for the students. Such a project would require students to ask and answer many questions such as what are social issues, what social issues are in Japan, which of these social issues is major and so on. At the end of year, each student will then be required to do a presentation on the project. The student will then be awarded marks based understanding of the issues. Critical understanding and evaluation of these issues is therefore required (He, 2011). In all the above ways of introducing the themes in an English classroom, it is critical to put an emphasis on reflection and comparison. Students should be encouraged to reflect what they have learnt about Asia and then compare it with what they know about Australia. Cultural differences exist between Asia and Australia. Critical analysis will usually help the students to best understand. Enactment could be a very good way to enhance creativity and critical thinking. It will also encourage students to participate in a fun activity therefore breaking the monotony of only reading. The students will however need prior knowledge on several things including but not limited to, technology they are using. The knowledge of the teacher in the technology is therefore essential (Rachels, 2003, p.16). Practical English Pedagogy depends on the teacher’s personality, culture of the school as well as the curriculum content. The key elements for an appropriate fit and balance of school policies include the student’s expectations, needs and expectations of the subject as defined by the syllabus, parent expectation, teacher’s own personal need and practices in classroom pedagogy (Daniel, 2011). A good teacher should be knowledgeable, enthusiastic, humorous, and respectful to his relation with the students (Milner, 2011). Ultimately the delivery of the English Syllabus content in the classroom is entirely dependent of the school’s practice and the teachers, implementation of ICT resources, guidelines and procedures. The aesthetic ability of the English syllabus enables teachers to explore self-fulfilling text which surface as enthusiasm in the classroom and better student engagement. Collaborative positive empowering culture has shown significant results in achieving brilliant outcomes for the student (Milner, 2011). At the national level, the Australian Institute for Teaching and School Leadership (AISTL), alongside various professional, subject associations, and agencies have a key role in the implementation of the Australian Curriculum. There is also intensive use of local and site-based professional learning at a local level. References Bliss, S. (2012). Asia and Australia's engagement with Asia: Cross curricula priority. Geography Bulletin, 44(4), 5-6. Board of Studies NSW. (2012). NSW SYLLABUS for the Australian curriculum: English K-10 syllabus. Sydney NSW: Board of Studies NSW Brady, L., & Kennedy. (2010). Pressure for change and reform. In L. Brady & K. Kennedy (eds.), Curriculum Construction (4th ed.) (pp. 240-254). Sydney: Pearson Australia. Cranston, N., Kimber, M., Mulford, B., Reid, A., & Keating, J. (2010). Politics and school education in Australia: a case of shifting purposes. Journal of Educational Administration, 48(2), 182-195. Daniel, G. (2011). Family-school partnerships: towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165-176. Devine, L. (2012). State Aid for Education in Australia: An Overview. Administration and Research Papers and Journal articles. Retrieved from http://research.avondale.edu.au/cgi/viewcontent.cgi?article=1000&context=admin_papers Egbert, J. (2009). Supporting Student Critical Thinking. In J. Egbert, Supporting Learning With Technology (pp. 98-126). New Jersey: Pearson Education Inc. He, B. (2011). The awkwardness of Australian engagement with Asia: the dilemmas of Australian idea of regionalism. Japanese journal of political science, 12(02), 267-285. Jetnikoff, A., & Kelly, M. (2013). Asian representations in films for the Australian Curriculum: an annotated guide. Word's worth. Retrieved from http://eprints.qut.edu.au/57355/2/57355.pdf Kingsbury, D. (2012). South-East Asia: a political profile. Oxford: Oxford University Press. Milner, A. (2011). A History Curriculum for our times? Teaching History, 45(4), 24-29. Rachels, J. (2003). The Elements of Moral Philosophy (4th ed.). New York: McGraw-Hill, Inc. Tezci, E. (2009). Teachers’ effect on ICT use in education: The Turkey sample. Procedia-Social and Behavioral Sciences, 1(1), 1285-1294. Read More