# data[].attributes.headline
Noun Project is building a global visual language that unites us.

# data[].attributes.subject
Noun Project is building a global visual language that unites us.

# data[].attributes.body
Vocab word/image or vocab word/icon

Matching words to images is very brain-friendly, supported by dual coding theory. Having students pair an image that represents a vocabulary word with the word on a slide can help them remember the definitions of their words. Pairing them with icons (The Noun Project, Flat Icon) could work just as well.

# data[].attributes.attachment_link.title
Noun Project: Free Icons & Stock Photos for Everything

# data[].attributes.attachment_link.description
Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

# data[].attributes.attachment_link.description
iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.

# data[].attributes.headline
This Voyages of Captain Cook collection aligns with the Australian Curriculum (will content descriptors).

# data[].attributes.subject
This Voyages of Captain Cook collection aligns with the Australian Curriculum (will content descriptors).

# data[].attributes.attachment_link.readable_text
The expeditions of James Cook shaped Europe's knowledge of the world, and had far-reaching consequences for the people of the lands they touched. Explore the stories, art and maps of the artists and scientists who were on board the ships. Our digital collection items include drawings by the Polynesian high priest and navigator Tupaia, who accompanied Cook to New Zealand and Australia.

You'll also find modern-day responses to the expeditions from people of the communities Cook encountered, documented and learned from. These reflect the different perspectives that exist on the legacy of the voyages and their impact.

# data[].attributes.attachment_link.title
The voyages of Captain James Cook | The British Library

# data[].attributes.attachment_link.description
Explore the stories, art and maps of the voyages

# data[].attributes.headline
Play around with the structure of your sentences to experiment with the parts of speech. ✔️✔️✔️

# data[].attributes.subject
Play around with the structure of your sentences to experiment with the parts of speech. ✔️✔️✔️

# data[].attributes.attachment_link.readable_text
Explore this page to find free online teaching and learning resources, tools, and guides. Find quality, curated curriculum resources, online schoolwork help for students, exemplars and tools for inquiry, resource guides, and more.

# data[].attributes.attachment_link.description
Explore our free, online, teaching and learning resources, tools, and guides. Find quality, curated curriculum and classroom resources, online schoolwork help for students, exemplars and tools for inquiry, resource guides, and more.

# data[].attributes.headline
Open Culture brings together high-quality cultural & educational media for the worldwide lifelong learning community.

# data[].attributes.subject
Open Culture brings together high-quality cultural & educational media for the worldwide lifelong learning community.

# data[].attributes.body
Open Culture scours the web for the best educational media. We find the free courses and audio books you need, the language lessons & educational videos you want, and plenty of enlightenment in between.

# data[].attributes.attachment_link.readable_text
The iPod shuffle recently enjoyed a bit of a comeback on TikTok.

Can the Mikiphone be far behind?

The invention of siblings Miklós and Étienne Vadász, the world's first pocket record player caused a stir when it was introduced a century ago, nabbing first prize at an international music exhibition and finding favor with modernist architect Le Corbusier, who hailed it for embodying the "essence of the esprit nouveau."

Unlike more recent portable audio innovations, some assembly was required.

It's fair to assume that the Stanford Archive of Recorded Sound staffer deftly unpacking antique Mikiphone components from its cunning Sony Discman-sized case, above, has more practice putting the thing together than a nervous young fella eager to woo his gal al fresco with his just purchased, cutting edge 1924 technology.

A period advertisement extols the Mikiphone's portability ...
Goes in a lady's handbag Will hang on a cycle frame Goes in a car door pocket Ideal for picnics, car jaunts, river trips
...but fails to mention that in order to enjoy it, you'd also have to schlep along a fair amount of 78 RPM records, whose 10-inch diameters aren't nearly so pocket and purse-compatible.

Maison Paillard produced approximately 180,000 of these hand-cranked wonders over the course of three years. When sales dropped in 1927, the remaining stock was sold off at a discount or given away to contest winners.

These days, an authentic Mikphone can fetch $500 and upward at auction. (Beware of Mikiphonies!)
Related Content Behold the "Book Wheel": The Renaissance Invention Created to Make Books Portable & Help Scholars Study Several Books at Once (1588) Behold the Jacobean Traveling Library: The 17th Century Forerunner to the Kindle The Walkman Turns 40: See Every Generation of Sony's Iconic Personal Stereo in One Minute

# data[].attributes.attachment_link.title
Open Culture - The Best Free Cultural and Educational Media on the Web.

# data[].attributes.attachment_link.description
Your guide to FREE educational media. Find thousands of free online courses, audio books, textbooks, eBooks, language lessons, movies and more.

# data[].attributes.headline
Global Storybooks is a free multilingual literacy resource for children and youth worldwide.

# data[].attributes.subject
Global Storybooks is a free multilingual literacy resource for children and youth worldwide.

# data[].attributes.body
Global Storybooks is a free multilingual literacy resource for children, youth, and teachers worldwide. Read, teach, download, and listen to illustrated stories in many languages. To learn more, check out our most frequently asked questions.

# data[].attributes.attachment_link.description
The Global Storybooks Portal is designed specifically for teachers, parents, and community members around the world. It makes 40 selected stories from the African Storybook available in major national, immigrant and refugee languages of individual countries, regions, and groups.

# data[].attributes.attachment_link.readable_text
Our thanks to those of you able to join us for our February 16 th, 2023 online book club meeting to discuss books that have been made into films. As always, so many of you had so many wonderful contributions to share with us, and it is very appreciated.

We were also delighted to be joined by Jenny from The Younger Sun Bookshop in Yarraville. The Younger Sun have created a beautiful window (pictured above) to celebrate our first book club meeting!
Jenny's List can be downloaded here.
Reinas' Lesson Plan can be downloaded here - Lesson 13- Books into Movies

This was our first book club meeting for 2023, and we want to say a very special thank you to all who have attended and contributed to these informal and informative meetings.

We cannot wait to see you at our next meeting! You can see our full list of planned topics for 2023 HERE.
Disclaimer: The lists generated as a result of Book Club discussions are not, by any means, an exhaustive list of all titles or authors for each genre/category discussed. Nor will all titles be suitable for all libraries. We advise staff discretion when referencing these lists, to properly confirm individual title suitability for individual libraries, school and student's needs. These are suggested titles only, shared by our members and inclusion on, or exclusion from, a list does not suggest SLAV endorsement or rejection of a title. TOPIC - Books that are Films
Book to film or film to book this is a popular genre that includes many tried and true titles. Often an accessible option for reluctant readers the film tie can help readers visualise the action. What titles have worked for you? What move tie-ins have disappointed? What books would you like to see made into a film?
Books Discussed
Blueback by Tim Winton

The Bad Guys by Aaaron Blabey

The Dark is Rising by Susan Cooper

The Wizard of Earthsea by Ursula Le Guin

Lockwood & Co. by Johnathan Stroud

Enola Holmes by Nancy Springer

His Dark Materials by Phillip Pullman- great TV adaptation via Binge

A Boy Called Christmas by Matt Haig

Vampire Academy by Richelle Mead

Eragon by Christopher Paolini

Shadow & Bone by Leigh Bardugo

Heartstopper by Alice Oseman

The Perks of Being a Wallflower by Stephen Chbosky

A Series of Unfortunate Events by Lemony Snickett

Inkheart by Cornelia Funke

The Spiderwick Chronicles by Holly Black and Tony DiTerlizzi

Clueless the Movie for Emma by Jane Austen

Holes by Louis Sachar

Dune by Frank Herbert

Pride and Prejudice by Jane Austen

Hogfather by Terry Pratchett

Dungeons & Dragons Series

Anne with An E television series for Anne of Green Gables by Montgomery

Little Women by Alcott

Charlottes Web by E.B White

The Help by Kathryn Stockett

Queen's Gambit by Walter Tevis

Hidden Figures by Margot Lee Shetterly

Women Talking by Miriam Toews

Hunger Games by Suzanne Collins

Where the Crawdads Sing by Delia Owens

The Inheritance Games by Jennifer Barnes

The Amazing Maurice by Terry Pratchett

Where the Wild Things Are by Maurice Sendack

Hilary Mantel's Wolf Hall Series

The Chronicles of Narnia by C.S Lewis

The Dressmaker by Rosalie Ham

Crazy Rich Asians by Kevin Kwan
NEW MOVIE ADAPTATIONS - Coming Soon
Wonka

Peter Pan and Wendy

The Magicians Elephant

Percy Jackson TV Series

Eragon - 2024

Ballad of Songbirds and Snakes by Suzanne Collins

Goosebumps TV Series

Turtles All the Way Down by John Green

Uglies by Scott Westerfeld

Wicked by Gregory McGuire

Heartstopper Season 2

Shadow and Bone season two

Ready Player Two

The Silo Series

Whitebird

The Messenger

One Piece is coming out as series on Netflix.

Nimona coming out as a movie, but might not be this year.

The White Girl by Tony Birch

What We Are Reading - Adult Books

Demon Copperhead by Barbara Kingsolver

Limberlost by Robbie Arnott

The Offing by Benjamin Myers

Cairo by Chris Wormersley

The Lie Tree by Frances Hardinge (YA)

Weywood by Emilia Hart

Cloud Cuckoo Land by Anthony Doerr and Bodies of Light by Jennifer Down

A Man Called Ove by Fredrick Backman

Encyclopedia of Fairies by Emily Wild

Horse by Geraldine Brooks

Philippa Gregory's Dawnlands which is the third in the Tidelands about First Nations people in

The Seed Keeper by Diane Wison.

Year of Wonders by Geraldine Brooks

The Marriage Portrait by Maggie O'Farrell

Burial Rites and The Good People by Hannah Kent

True North by Catherine Deveny

We Who Hunt the Hollow by Kate Murray (YA)

The Bookbinder of Jericho by Pip Williams

Cold Enough for Snow by Jessica Au

# data[].attributes.attachment_link.description
Our thanks to those of you able to join us for our February 16 th, 2023 online book club meeting to discuss books that have been made into films. As always, so many of you had so many wonderful contributions to share with us, and it is very appreciated.

# data[].attributes.attachment_link.readable_text
Much of persuasion and other forms of changing minds is based on a relatively small number of principles. If you can understand the principles, then you can invent your own techniques. It thus makes sense to spend time to understand these principles (persuaded yet?).

Alignment: When everything lines up, there are no contradictions to cause disagreement.

Amplification: Make the important bits bigger and other bits smaller.

Appeal: If asked nicely, we will follow the rules we have made for ourselves.

Arousal: When I am aroused I am full engaged and hence more likely to pay attention.

Association: Our thoughts are connected. Think one thing and the next is automatic.

Assumption: Acting as if something is true often makes it true.

Attention: Make sure they are listening before you try to sell them something.

Authority: Use your authority and others will obey.

Bonding: I will usually do what my friends ask of me, without negotiation.

Closure: Close the door of thinking and the deal is done.

Completion: We need to complete that which is started.

Confidence: If I am confident, then you can be confident.

Conformance: People are driven to obey rules.

Confusion: A drowning person will clutch at a straw. So will a confused one.

Consistency: We like to maintain consistency between what we think, say and do.

Contrast: We notice and decide by difference between two things, not absolute measures.

Daring: If you dare me to do something, I daren't not do it.

Deception: Convincing by trickery.

Dependence: If you are dependent on me, I can use this as a lever to persuade you.

Distraction: If I distract your attention, I can then slip around your guard.

Easy: I like things which are easy (and not things which are difficult).

Evidence: I cannot deny what I see with my own eyes.

Exchange: if I do something for you, then you are obliged to do something for me.

Experience: I cannot deny what I experience for myself.

Fragmentation: Break up the problem into agreeable parts.

Framing: Meaning depends on context. So control the context.

Harmony: Go with the flow to build trust and create subtle shifts.

Hurt and Rescue: Make them uncomfortable then throw them a rope.

Interest: If I am interested then I will pay attention.

Interruption: Break the flow.

Investment: If I have invested in something, I do not want to waste that investment.

Involvement: Action leads to commitment.

Logic: What makes sense must be true.

Objectivity: Standing back decreases emotion and increases logic.

Obligation: Creating a duty that must be discharged.

Ownership: I am committed to that which I own.

Passion: Enthusiasm is catching.

Peer Pressure: We do what we think others want us to do.

Perception: Perception is reality. So manage it.

Persistence: In all things, persistence pays.

Pleading: Asking with attitude.

Positivity: Use positive methods.

Priming: Prior informational influence.

Pull: Create attraction that pulls people in.

Push: I give you no option but to obey.

Repetition: If something happens often enough, I will eventually be persuaded.

Scarcity: I want now what I may not be able to get in the future.

Similarity: We trust people who are like us or who are similar to people we like.

Simplicity: Simple means easy to understand and agree.

Social Compliance: The pressure to conform.

Social Proof: When uncertain we take cues other people.

Specificity: People fill in the gaps in vague statements.

Substitution: Put them into the story.

Surprise: When what happens is not what I expect, I must rethink my understanding.

Tension: I will act to reduce the tension gaps I feel.

Threat: If my deep needs are threatened, I will act to protect them.

Trust: If I trust you, I will accept your truth and expose my vulnerabilities.

Uncertainty: When I am not sure, I will seek to become more certain.

Understanding: If I understand you, then I can interact more accurately with you.

Unthinking: Go by the subconscious route.

See also
Principles of war

# data[].attributes.attachment_link.description
Much of persuasion and other forms of changing minds is based on a relatively small number of principles. If you can understand the principles, then you can invent your own techniques. It thus makes sense to spend time to understand these principles (persuaded yet?). Alignment: When everything lines up, there are no contradictions to cause disagreement.

# data[].attributes.attachment_link.readable_text
Techniques > Questioning > Socratic Questions

Socrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils ('ex duco', means to 'lead out', which is the root of 'education'). Sadly, he martyred himself by drinking hemlock rather than compromise his principles. Bold, but not a good survival strategy. But then he lived very frugally and was known for his eccentricity. One of his pupils was Plato, who wrote up much what we know of him.

Here are the six types of questions that Socrates asked his pupils. Probably often to their initial annoyance but more often to their ultimate delight. He was a man of remarkable integrity and his story makes for marvelous reading.

The overall purpose of Socratic questioning, is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.

Conceptual clarification questions

Get them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Use basic 'tell me more' questions that get them to go deeper.

Probing assumptions

Probing their assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going!

Probing rationale, reasons and evidence

When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly-understood supports for their arguments.

Questioning viewpoints and perspectives

Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.

Probe implications and consequences

The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?

Questions about the question

And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc.

What was the point of asking that question?

Why do you think I asked this question?

Am I making sense? Why not?

What else might I ask?

What does that mean?

See also

# data[].attributes.attachment_link.description
Socratic questioning seeks to get the other person to answer their own questions by making them think and drawing out the answer from them.

# data[].attributes.attachment_link.title
iEARN Australia International Education and Resource Network - iEARN Australia

# data[].attributes.attachment_link.description
International Education and Resource Network Australia

# data[].attributes.headline
Collaborate and learn aims to revive the tradition of storytelling through digital tools and connect students from different parts of the world through an interactive forum to share their stories, experiences and aspirations. 

# data[].attributes.subject
Collaborate and learn aims to revive the tradition of storytelling through digital tools and connect students from different parts of the world through an interactive forum to share their stories, experiences and aspirations. 

# data[].attributes.body
iEarn Project Folk Tales/Storytelling: Past and Present aims to revive the tradition of storytelling through digital tools and connect students from different parts of the world through an interactive forum to share their stories, experiences and aspirations.

COLLABORATION CENTRE

Join interactive curriculum-based groups where students are creating, researching, sharing opinions and becoming global citizens.

# data[].attributes.attachment_link.description
iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.

# data[].attributes.headline
Folk tales from around the world with lesson plans 

# data[].attributes.subject
Folk tales from around the world with lesson plans 

# data[].attributes.attachment_link.readable_text
Powered by Bing

www.peacecorps.gov/educators/resources/identifying-structured-patterns-folk-tales/

Explain to students that folk tales often have a structured pattern underlying their story line. Being able to uncover the pattern can increase their ...

www.peacecorps.gov/educators/resources/hare-and-water-tanzanian-folk-tale/

Create alternate endings that are consistent with the elements of a folk tale. Understand and apply the lesson of the folk tale by working ...

www.peacecorps.gov/educators/resources/fate-vs-mind-macedonian-folk-tale/

Personification, whereby an abstract object (Mind) and an inanimate concept (Fate) are given human characteristics. Point out that fables and folk ...

www.peacecorps.gov/educators/resources/talking-goat-lesson/

The African folk tale "The Talking Goat" was told to Peace Corps Volunteer John Acree, who provided it to Paul D. Coverdell World Wise Schools ...

www.peacecorps.gov/educators/resources/hare-and-water/

This folk tale stars a shrewd hare who thought he got the best of everybody, until he met his match Once upon a time there was a village known as ...

www.peacecorps.gov/educators/resources/blind-men-and-elephant/

Read The Blind Men and the Elephant, a folk tale from India. "The Blind Men and the Elephant" is a story from oral tradition. You may want to rehearse ...

www.peacecorps.gov/educators/resources/togolese-tale-big-fire/

The Folk Tale. Outline for students the structural elements on which most folk tales are based: an introduction, a development, a climax, a ...

www.peacecorps.gov/educators/resources/big-fire/

Esso, a Togolese boy, recounts a tale of two brothers who set a farmer's crops ablaze, and comes with a surprise ending that includes an outlook on ...

www.peacecorps.gov/educators/resources/

Educators. The Paul D. Coverdell World Wise Schools program fosters an understanding of other cultures and global issues by providing online ...

www.peacecorps.gov/educators/resources/?country=55&country=1&country=71&country=2&country=115&resourcetypes__resource=4

The Paul D. Coverdell World Wise Schools program fosters an understanding of other cultures and global issues by providing online educational ...

www.peacecorps.gov/volunteer/volunteer-openings/community-development-facilitator-in-coastal-resource-management-7648br/

Community Development Facilitators (CDFs) work in Local Government Units (LGUs) at the provincial, city, or municipal level. The LGUs have the mandate ...

files.peacecorps.gov/uploads/wws/lesson-plans/files/Eslang02sup01.pdf

Name Folk Tale Elements Main Characters: Secondary Characters: Setting: Problem: Solutions: Traits that aid: Traits that hinder: Conclusion:

# data[].attributes.attachment_link.description
Powered by Bing www.peacecorps.gov/educators/resources/identifying-structured-patterns-folk-tales/ Explain to students that folk tales often have a structured pattern underlying their story line. Being able to uncover the pattern can increase their ... www.peacecorps.gov/educators/resources/hare-and-water-tanzanian-folk-tale/ Create alternate endings that are consistent with the elements of a folk tale. Understand and apply the lesson of the folk tale by working ...

# data[].attributes.attachment_link.readable_text
Global education aims to develop global citizens. Enabling young people to participate in shaping a better, shared future for the world is at the heart of global education. Here we profile learning and action in schools around Australia. The students and schools have:

developed awareness of a global issue

embraced the need to change

engaged in personal, community or global action

reflected on learning.

Protecting the local creek

School: Killara Primary School, Sunbury, Victoria
Year level: Year 3
Number of students involved: 25

Impetus for action

Students tested the temperature, stream flow, turbidity, pH and salt levels of their local creek. They discovered it had high levels of acidity and salt making it unsuitable for many macro-invertebrates.

Action

The students developed a plan to protect the creek, which included planting trees and native grasses and putting hay bales along the banks and in the creek to lower turbidity; requesting tip managers, farmers and people further up Blind Creek to limit run-off; and placing collection grids in the creek and doggy-poo bag holders and bins in the reserve to limit rubbish. They wrote to the local council with their suggestions. They promised to actively support the plan with plantings and regular monitoring of the creek and fauna.

Although the council did no more than acknowledge their letter, there were long-term benefits as the students developed awareness of both the effect of people's behaviours on the environment and their ability to exercise their civic rights. Behavioural changes were noted as a result of the students' work: rubbish levels went down and environmental interest increased.

Year 3 students at Killara Primary School testing water from Blind Creek

Being tuned into their own waterways and their right to express opinions, students were able to consider access to water, protection of the environment and decision-making from a global perspective. Learning about how people in other countries manage water resources extended their understanding about the diversity of opinions and priorities around environmental issues.

Microcredit Fun Day

School: Magill Primary School, South Australia
Year level: Reception - year 2
Number of students involved: 300

Impetus for action

Education officers from the Global Education Centre presented information about microcredit to students. They participated in a simulation game and examined personal stories to learn how small loans can make a big difference to people's lives.

Action

Students set up their own microcredit businesses for the school Microcredit Fun Day. Each class decided on a product or service. They learnt about their product or service, undertook surveys to gauge the market and wrote a business plan. They applied for a loan from the School Council.

One group of students learned how to apply hair gel and colour spray, another practised their skipping skills so they could instruct their customers, and another was taught hand massage by a parent. Students also made magnets, pet rocks, friendship rocks, honey-rock bracelets, necklaces, bookmarks, packs of playdough, lemonade and fruit jellies.

On the day itself the whole school was abuzz - students set up their stalls in the morning, and spent the afternoon selling all kinds of goods and services and buying those of others.

Some of the comments about the fun day included:

'We learned how to give change and goods.'

'I learned about people who lent other people money.'

'I learned that it's nice to help people without a job and that it's not hard to help them. Another thing I learned was that it's easy to run a business.'

'I learned that it is fun to go shopping at school and to sell.'

After the fun day each class counted the money it had collected, paid back the loan from the School Council and worked out how much profit was made.

Students sold fruit jellies and coloured and gelled hair on the Microcredit Fun Day.

The profit, together with the Casual Day money, was $1,391. A cheque for this amount was presented to Save the Children at a special assembly celebrating Children's Week. The money will be used to fund microcredit projects in a village in Indonesia. The school hopes to keep in touch with the villagers as they take out loans to set up small businesses.

Going further

Global education teaching activity Microfinance

Poverty and fair trade

Impetus for action

To re-engage students in their commerce subject by focusing on the marketing of sporting goods that are produced according to fair trade principles.

Action

To add depth to students' understanding of personal finance they were asked to define or draw poverty. Their responses were stereotypical images of African people sitting around campfires. This limited understanding was used to launch discussions about where poverty exists and what should and could be done about it. Students read case studies to understand the impact of poverty on people's lives and investigate exploitation, child labour and fair trade issues. This led to exploring the concept of ethical consumerism.

Next, students were required to produce a poster, a flyer, or a radio or television commercial for ethically produced sporting equipment. The challenge was to communicate to potential customers why these goods were sold at a higher price than conventionally produced goods of similar design and quality. Through analysing the techniques used by big brand advertisers, students realised they needed to sell the concept of fair trade rather than the characteristics of sporting goods as the point of difference.

Students began to understand fair trade and how consumers can use it to positively affect levels of poverty in developing countries. They also began to have an understanding of the problems of traditional manufacturing in the developing world, the differences in income and the exploitation of workers and their families that can take place. Finally, they become more aware of the principles of consumerism, and the impact of their own behaviour.

Millennium Development Goals

Impetus for action

To add a global perspective to the 'Big City Melbourne' unit through connecting to the cultural backgrounds of students.

Action

Students investigated the United Nations' Millennium Development Goals and collected data on progress to achieving the specific targets. They made predictions about the progress of specific countries compared to Australia before collecting detailed data. Students who had been born overseas were able to apply their prior knowledge of their country of origin to interpret or challenge data. Students were struck by the inequalities and poverty experienced by some countries and had deep discussions about the issues of universal primary education and gender equality. Analysing the materials also gave students the chance to become familiar with the role of the United Nations in promoting people's rights.

Going further

Global education teaching activities Working for a fairer world, Measuring Millennium Development Goals progress

Sustainable resource use

School: Iona Presentation College, Perth, Western Australia
Year level: Year 11, Geography
Number of students involved:20

Impetus for action

A teacher from Iona Presentation College participated in the One World Centre's Global Teaching Advocates professional learning program, leading to the planning of a number of units of globally focused classroom work, including the one described below.

Action

As part of our geography unit we focused on sustainable resource use around the world, including studies of a number of slum areas in different places. We explored the idea that demographics, population growth, values, culture and government intervention are important building blocks for sustainable resource use.

We looked at the extraction of non-renewable resources through the mining process and rehabilitation practices. We investigated silver- and tin-mining in Bolivia, its impact on locals and the activities of advocacy groups. We compared this to iron-ore mining in the Pilbara of Western Australia. Students were able to see how companies were held more accountable in Australia and the impact of their sustainable management practices. Also, through looking more closely at slum areas, students were able to identify the challenges faced by those communities as well as what other communities have to learn from the systems and practices undertaken in places showcased by documentaries such as Welcome to Lagos and Slumming It.

We also looked at the renewable resource activity of forestry and timber production. We participated in a sustainable forest field trip at the Wellington Discovery Forest EcoEducation centre where we went on a night walk to observe the vast diversity of the forest. The students made comparisons between forestry in pine plantations and native woodlands in Western Australia and Indonesia.

Students examined key demographic figures: education, infant mortality rate, wealth, GDP, distribution of income and population. From this they concluded that Australia has the ability to enforce sustainable practices, whereas in Indonesia and Bolivia there were more difficulties in balancing the need to attract global companies with the protection of local people and the environment.

Students evaluated their own consumption patterns and the imbalance of wealth around the world. They presented well-researched and thought-provoking persuasive speeches recognising the importance of researching the facts about corporations, the complexities involved, and the difficulty of balancing economic growth and sustainability.

They now have more respect for the ease of their lives and have taken steps to improve their own carbon footprints and impact on the environment. I know that if they had a chance, they would love to visit some of the places they learned about and take the opportunity to investigate how people with so little can live quite amazing lives.

Going further
Wellington Discovery Forest at the EcoEducation centre, Western Australia

Human rights

School: Beachlands Primary School, Western Australia
Year level: Year 5/6
Number of students involved: 25

Impetus for action

A teacher from Beachlands Primary School participated in the One World Centre's Global Teaching Advocates professional learning program. This lead to the planning of a number of units of classroom work, including the one described below, ongoing classroom work with a global focus, and whole-school professional learning about global education.

Action

We began our unit by asking students to brainstorm a list of human rights. Then they were asked to order them according to importance. We used a large thermometer drawn on the wall, and students stuck notes onto it, with the most important at the top, and least important at the bottom. This was revisited throughout the unit and students had a chance to alter it as their knowledge increased.

Over the following weeks, students used DVDs, books and websites to research issues of human rights including poverty, food, fair trade, immigration, refugees, microcredit and aid. They played simulation games to help understand the complex issues of inequality. To learn about the geography they drew the world, highlighting the seven continents. In groups they built a continent out of playdough, created a poster and did a talk about it. They learnt about children whose rights have been abused, such as 'Iqbal the carpet weaver' who advocated for children's rights, and they wrote biographies about these children.

Students learnt about human rights around the world and placed cards on a thermometer to indicate their thinking.

Students' knowledge was assessed through two written stories, one about what they would do if they were prime minister for a day and one about experiencing a disaster that forced them to flee their homes in a hurry.
At the end of the unit, students made some radical changes to how they ranked the rights of children, realising that some of the rights they had listed were quiet insignificant outside their own community.

Hand washing for health

School: Belair Schools, South Australia
Year level: 5
Number of students involved: 3

Impetus for action

Belair Schools' International Baccalaureate Primary Years Programme (PYP) encourages students to choose an area to investigate that explores the idea 'Decisions we make can help or hinder ourselves and others'.

Action

After examining some global education resources from the Global Education Centre (GEC), the 'Healthy Hooligans' team decided to investigate how the choices we make in relation to our health affect ourselves and others.

The boys visited the GEC in their own time and returned to school with information, ideas and a lot of enthusiasm for their inquiry, particularly about the health of people in developing countries. The group collected samples of E. Coli and made bookmarks and posters to show how important it is to wash hands to reduce the transfer of germs to others.

During the PYP Year 5 exhibition, the students set up a booth in the school hall, welcoming all who visited their stall with a handshake. Their hands were coated with glitter gel and it was amazing to see how far the gel had spread around the hall during the exhibition. They explained that this was to simulate how germs can be transferred from one person to another when there is poor sanitation and hygiene.

The children were very motivated by the response they received at the exhibition. Their reflections indicated that they were far more aware of the importance of handwashing to reduce the spread of disease and are more respectful and appreciative of the toilet facilities they have at home and at school.

One of the students participated in the World Vision 40 Hour Famine and raised money to assist children living in developing countries.

The Healthy Hooligans team educated people about the importance of good hygiene for staying healthy.

Going further
Global education teaching activities Staying healthy, Activity 4: Handwashing for hygiene, Community led sanitation

Global Peace School

Impetus for action

In 2010, St Patrick's College made a commitment to embedding the Edmund Rice Framework for educating for justice and peace across the whole school curriculum and sought guidance and resource support from the Global Learning Centre (GLC).

Action

It was identified that a commonality of vision could be found in the:

1. Melbourne Declaration on Educational Goals for Young Australians Goal 2, which aims to develop active and informed citizens through a commitment to the values of democracy, equity and justice, and participation in Australia's civic life.

2. Edmund Rice Education Australia (EREA) Educating for a Better World for All, Framework for Educating for Justice and Peace aims for a transformational curriculum that is empowering, reflective, rigorous, authentic and that promotes justice and peace literacy.

3. Global Perspectives: A framework for global education in Australian schools, which aims to enable young people to participate in shaping a better shared future for the world through learning about peace building and conflict resolution.

4. The Save the Children Global Peace Schools Program which partners with children, educators, schools, parents and communities to integrate child rights, peace building, global awareness and social inclusion concepts across the curriculum, classroom and wider community.

The GLC worked closely with the college's Curriculum Leader, Justice and Peace and Save the Children to develop a program which highlighted the alignment between ACARA's cross-curriculum priorities and general capabilities (particularly Critical and creative thinking, Personal and social capability, Ethical behavior and Intercultural understanding), the EREA Framework for Educating for Justice and Peace, and the global education learning emphases of peace building and conflict resolution.

By using this coordinated approach to whole-school planning, outcomes for both the emerging Australian Curriculum and for justice and peace literacy were achieved. The college's publication, Just Us, highlights such examples of students undertaking learning experiences which link service to the community and mandated curriculum requirements, both external (Australian Curriculum) and internal (Peace and Justice Framework).

In addition, the college worked to make explicit the various articles of the UN Convention on the Rights of the Child. This was achieved by raising awareness of child rights at whole-of-school and house assemblies through personal narratives, role-plays and audiovisual materials.

Other initiatives included the placement of 'Rights Cards' around the college in appropriate locations, such as Article 28 (Right to Education) and Article 29 (Goals of Education) placed in all classrooms; Article 13 (Freedom of Expression) placed in art/drama rooms; and Article 17 (Access to information, mass media) placed in the library.

On 21 September 2012, St Patrick's became the first school in Queensland to become a Save the Children Global Peace School.

Connecting through technology

Impetus for action

Class teacher Judy Wilson was interested in the ChildFund Connect program. She saw it as an opportunity for children to see the world beyond themselves and learn about children from a different culture. She was particularly interested in the use of technology, video and Skype to engage students in learning about children in different parts of the world. As a result, she signed up two class groups to engage in the ChildFund Connect program and connect with a classroom in Timor-Leste and a children's club in Vietnam.

Action

During Terms 1 and 2, the Point Clare students connected with their partner groups in Timor-Leste and Vietnam using video and other multimedia. They engaged with the ChildFund Connect website, created photo-stories and made videos to share with their overseas peers.

Students in Australia watched videos made by students in Vietnam.
Used with permission

Students voted on which shared topics they would like to explore using video. They created 10 short videos on sport and gardening, which they shared with their peers in Vietnam and Timor-Leste. In exchange, they received 10 videos from the children in Vietnam and Timor-Leste on the same topics. All videos were translated into English, Vietnamese and Tetum with the support of the ChildFund Connect facilitators in each country. The students also welcomed the ChildFund Connect facilitators from Vietnam and Timor-Leste during a special visit in May, by holding a typical Aussie barbecue at the school.

Students in Timor-Leste made films for Australian students to view.
Used with permission

At the end of Term 2, the students were asked to think about how the overall project had changed, or not changed, the way they thought about children in Vietnam and Timor-Leste. They said:

'The way we get our food is the same as them - so I respect them'

'You sort of realise no one's better than anyone else - they're still happy.'

'It's taught me we're really lucky to be in Australia - seeing what it's like in a different country where they don't have much and we do.'

'At the start I didn't know anything [about Vietnam ] ... Now I know more.'

Teacher Judy Wilson and Vietnam display developed by her class.
Used with permission

Judy Wilson also felt that the students had gained new skills and awareness through the project. 'It's led to such an interest. I've got kids coming at lunchtime now to video things - writing storyboards, filming issues and things they think are important.'

Judy Wilson linked the ChildFund Connect project with the Global Connections unit and said, 'It just made the whole unit so much more significant'. The students are now focusing on creating a video for the ChildFund Connect International Children's Film Festival 'Water World'.

Going further
ChildFund Connect
ChildFund Our Day Project

Sustainability leadership

Impetus for action

The High Resolves Global Citizenship and Leadership Program students chose to focus on environmental sustainability for their School Action Project as many of them were also in the school Green Team.

Action

The consensus-building and voting processes led students to decide to apply their passion for sustainability on re-powering their school with renewable energy. After an assessment of what could realistically be achieved by the end of the year, they decided to focus on the following objectives:

1. Re-power the school's Global Citizenship Centre.

2. Install energy-efficient light globes throughout the school.

3. Inform students about the importance of environmental sustainability.

The students understood that they would have to raise a substantial amount of money to fund their project. They held a movie night at the school, three bake sales and a sausage sizzle, and used Cadbury fundraiser boxes to raise a total of $4,000. The students also applied for and received a $1,000 grant from PricewaterhouseCoopers.

In November 2012, the students ordered the solar panels and these were installed on the 30 November. Seeing the value in the project, the school decided to match the funds the students had raised to purchase a larger system. As a result, the school installed 20 solar panels with a 5 kilowatt inverter.

The students have also been able to create broader awareness of sustainability at their school. They put up posters and stickers in all classrooms to inform students and teachers about the importance of being energy conscious and providing tips to save energy. They designed and acquired posters to raise awareness about the correct use of recycling bins. Their project also involved presenting on the importance of being environmentally conscious in the classroom at a school staff meeting.

Solar panels at Northcote High School
Photo by M Strong

The students are looking forward to measuring the change in the school's power bills after installing the solar panels. Following the project, students reported a sense of achievement as well as increased confidence in their ability to get things done:

This project gave me a great understanding of leadership, teamwork, and what it means to really make a difference in your school.

This project really helped change our school for the better, and really helped me improve my leadership skills.

World Wise school

Impetus for action
After a teacher professional learning session with the Global Education Project the staff decided to encourage students to broaden their worldview to become more active global citizens.

The whole-school World Wise program is based on the objectives of the Global Education Framework. Our program emphasises the unity and interdependence of human society, an appreciation of cultural diversity, human rights, peace building and actions for a sustainable future in different times and places.

The World Wise program focuses on a different continent each term. To create an environment to encourage explorations, a special classroom was set up with maps and artefacts from around the world.

Passports were made and stamped as different countries were 'visited' and discussed. Records were kept in individual journals. Students learnt about cultural diversity through language, history, geography, customs and food.

Students are learning how to conduct a Chinese tea ceremony.
Photo by Dr Cheryl McKenzie, Ashburton Primary School

Students learnt about the world's rainforests and the need to protect environments to prevent animals from becoming extinct.

Students use iPads to expand their understanding of countries in Africa.
Photo by Dr Cheryl McKenzie, Ashburton Primary School

Speakers from the local Lions Club, The Orangutan Project, Plan, and the Global Poverty Project engaged students with real-life situations. Students began to think more widely about the world around them and plan to take action for change. They discussed the values of various world organisations and chose to raise money to support specific projects.

Year 5 students cooked food to raise more than $500 to support orphaned orang-utans in Borneo.
Photo by Dr Cheryl McKenzie, Ashburton Primary School

Year 5 students cooked food to raise more than $500 to support orphaned orang-utans in Borneo.

The whole school created items from recycled materials to sell and raise funds for the Make Poverty History campaign. Preps made pasta necklaces, year 1 painted wishing stones, year 2 made wooden-bead necklaces, years 3 and 4 made friendship bracelets and years 5 and 6 made African nebella dolls and models out of wire.

Through the World Wise program students have developed a global mindset as they have tried to make sense of the diversity of the lives of people in other countries. They have learnt to take responsibility for their actions, respect and value diversity and see themselves as global citizens who can contribute to a peaceful, just and sustainable world.

Going further
Ashburton Primary School

Fair trade

Impetus for action
The school ruMAD? team identified their vision for creating a better future. They attended the Fairer World Festival run by A Fairer World and learnt about how children in developing countries miss out on school because they have to work. Students decided to focus on fair trade awareness as a means of achieving MDG2 - Achieve universal primary education. They also wanted to become Tasmania's first Fair Trade-accredited school.

Throughout the year the ruMAD? team focused on encouraging the school community to switch to buying fair trade products.

Students identified all the parts of the school community who might be affected by changing to fair trade products and then canvassed their support. They wrote letters to the School Association, Coles Supermarkets (who supply sports equipment), senior staff, the canteen manager and the school newsletter outlining issues of fair trade and requesting responses to their proposal to buy fair trade items.

Their letters were well-received: Coles contacted the manufacturer and the distributor of their sports equipment for assurance that they are child-labour-free. Students were invited to speak to meetings of the School Association and Student Representative Council. This resulted in very positive feedback and full support.

Students devised and ran a very successful 'Milkshake Monday' Awareness Day, making fair trade chocolate milkshakes to sell to students and staff. The money raised was used to purchase fair trade sports balls for the PE department. It was a great chance for everyone to try out fair trade products - the milkshakes tasted great - and parents watched a presentation by students before tasting fair trade tea and coffee. A students versus staff and parents soccer match was held with an Etiko fair trade soccer ball.

Students prepare chocolate crackles to raise awareness of fair trade chocolate produced without child labour.
Photo: Riverside Primary School

The ruMAD? team took every opportunity to raise awareness: creating a presentation for the school office foyer, an information package for students and a flyer to encourage school families to support fair trade. They had a stall at the 'Christmas on the Lawn' school community celebration. They had fair trade parties to teach classmates about fair trade in fun ways such as pass the parcel games with quiz questions, pop the balloon (with more questions and facts in the balloon), fair trade party bags and delicious party food made with fair trade ingredients. Zapizapu, a story explaining the concept of fair trade, was read and performed for younger classes.

These many activities fulfilled the accreditation criteria and Riverside Primary is now recognised as a Fair Trade School. Riverside Primary also won the 2012 Tasmanian Human Rights School Award 'For the students' and teachers' continuing passion in raising awareness about, and taking action on, human rights issues and in particular their work on encouraging the adoption of fair trade, access to education for girls and addressing poverty'.

Going further
Riverside Primary School
ruMAD?
Fair Trade schools
A fairer world The Tasmanian Centre for Global Learning

Making a multicultural school

Impetus for action
Glen Waverley Primary School has students from 35 different nations, predominantly Sri Lanka, India, China and Korea. There is high mobility as many families are business migrants. The school has worked closely with the Global Education Project to develop a whole-school approach to multicultural and global citizenship perspectives across the curriculum.

Action
The school's Welcoming New Families to our School policy outlines expectations to ensure all families feel comfortable and able to settle in smoothly. Families are conducted on school tours with interpreters (when possible), provided a welcome pack of information and maps, and invited to a welcome afternoon tea. Where needed, parents are enrolled in English language classes and linked to welfare organisations. Within a month of arrival new families are contacted by the Student Wellbeing Leader or principal and class teacher. They are linked to parents who have children in the same year level(s) as their children.

Around the school there are displays of flags and welcome signs in a variety of languages. School assemblies include performances by the Chinese choir, Indian, Sri Lankan and Greek dancing, and music on a traditional Chinese instrument like a zither. Children are greeted in different languages and major cultural festivals such as Chinese New Year and Diwali are celebrated.

During Cultural Diversity Week the Victorian Multicultural Commission chairperson, Chin Tan, invited every child to turn to their neighbour and say hello in their neighbour's language. Manal greeted everyone in an African language, 'With my thoughts I greet you; with my words I greet you; with my heart I greet you; I have nothing up my sleeve'. After the assembly Chin was interviewed by Senudi and Sithumya in the TV studio with Steven (ICT Captain) recording. The interview was played at an assembly and on the TV in the foyer.

Community members have provided professional learning for staff about the background of the students and their countries of origin, family values and expectations. They are actively involved in supporting classroom and whole-school activities.

The multicultural community is celebrated through flags and signs saying 'welcome' in a variety of languages.
Photo: Glen Waverley Primary School

In the classroom, new students are paired with a buddy who will look after them. Teachers draw upon the experience of living in different countries in their curriculum. The school has undertaken a broad range of initiatives with a multicultural and global focus, including work with UNICEF ambassadors and Childfund Connect to make digital connections with children in Vietnam, Timor Leste, Laos and Sri Lanka.

Each grade level undertakes units of work with a global focus and staff nurture their students' sense of social responsibility and active citizenship. Students are encouraged to apply this lens to their school work, helping them to understand that they have a part to play in making positive changes in their own community and the world.

In 2012, the school was recognised for its outstanding effort in working to serve the multicultural and wider community with an Excellence in Multiculturalism Award.

Going further
Glen Waverley Primary School
Victorian Multicultural Commission, Teachers' Resource Kit

Bridging cultures

School: Macarthur Anglican School, Cobbitty, New South Wales
Year level: Years 9-12
Number of students involved: 50
Subject: Indonesian language

Impetus for action
Teachers of Indonesian aimed to increase the linguistic knowledge and skills and improve the intercultural understanding capabilities of their students. They became part of the Australia-Asia School Partnerships 'BRIDGE' Project (Building Relationships through Intercultural Dialogue and Growing Engagement), linking with the Madrasah Tsanawiyah Negeri 3 (MTsN 3) Jakarta school, Indonesia.

Action
At Macarthur Anglican School we believe that the goal of language learning puts building relationships before tourism or business. The Asia Education Foundation's BRIDGE program has enabled us to develop relationships with Indonesian teachers and students. It has given purpose to the language and intercultural learning of the classroom and supported our aim of developing values such as respect, hospitality, compassion and empathy.

Initial involvement in the program began in 2010 when two teachers from MTsN 3 Junior High School in Jakarta visited us. The focus of this visit was to foster online collaboration. During their stay the MTsN 3 teachers became valuable members of our school community. They were interviewed by students in Indonesian classes on topics such as family and school life, health and environmental issues. Most memorable was the teachers' visit to a year 11 studies of religion class. The open discussion and sharing of experience broadened students' understanding of Islam in a contemporary Indonesian context.

Upon the teachers' return to MTsN 3, year 9 students participated in a series of Skype lessons with students in the MTsN 3 bilingual 'kangaroo class'. As students questioned each other on family life and daily routine in Indonesia and Australia they were pleasantly surprised by the many similarities in their lives.

Since then the relationship between the two schools has gained momentum through the signing of a Memorandum of Understanding, Skype sessions, ICT-based collaborative activities and additional staff and student visits. Many strong friendships have been formed during each visit and both school communities have benefitted from the opportunity to show hospitality to their guests.

Macarthur Anglican School students Skype MTsN 3 students in Jakarta.
Photo: Macarthur Anglican School

Online collaborations have continued to grow through initiatives such as the inter-school speech contest. Each school selected three finalists who performed in a live final via Skype. Teachers from MTsN 3 selected Macarthur's best Indonesian speaker, while Macarthur staff selected the best English speaker from MTsN 3.

On a two day visit to MTsN 3, Macarthur students and staff were particularly touched by the raising of the Australian flag and the singing of the national anthem during the welcome ceremony.

The intercultural and language learning at Macarthur culminates in year 12 with a learning journal documenting metacognitive understandings and reflections on matters of personal identity, as well as topic areas of personal interest, such as environment, religion and youth issues. The journals demonstrate students' abilities in discerning the interconnectedness of language and culture, for example, through comparison of idioms, significance of dialect, as well as use of the passive construction to deflect attention from the subject. These journals are available for use by other students.

All activities undertaken in the BRIDGE program enhance and extend the work occurring in the Indonesian classroom. Great emphasis is placed on developing intra- and intercultural understanding through reflective and critical analysis of the social and cultural significance and purpose of texts. Authentic materials and interactions highlight a diverse range of perspectives within Indonesian culture.

It is our hope that this learning, with its vital focus on relationships, will transform our students' ability to think, analyse, reflect and evaluate in a way that will impact their future far beyond the classroom.

Global connections

School: Geilston Bay High School
Year level: Years 7-10
Number of students involved: 15

Impetus for action
Global Connections is part of the ruMAD? (Are You Making A Difference?) program at Geilston Bay High School. The program, supported by a not-for-profit organisation, A Fairer World, is an integral component of the school's focus on social responsibility, social justice and service learning. Students believe that everyone should have access to education and be safe and healthy. They committed themselves to making a difference by supporting organisations working with young people in adversity, whether that be poverty, social disadvantage, disability or illness.

Action
Students gained a deep understanding of local and global poverty and adversity by researching, interviewing guest speakers, visiting places such as Ronald McDonald House and the Royal Hobart Hospital and cooking for Loui's Van and their school breakfast program twice a week. These insights led them to an appreciation of how they could work towards their vision by raising funds and by regular volunteering.

Students worked with villagers to build and paint the water tank.
Photo: Geilston Bay High School

The year culminated in a trip to Vanuatu to build a water tank in Pango Village on the island of Efate. The trip was funded by a number of very successful fundraisers organised by the students. They raised enough money to build the $1500 water tank and provide hygiene education for children in several villages. During the ten-day trip they also participated in village life, learnt a little Bislama and spent time with the 'mamas' of the village learning to weave and cook lap lap (a local dish made from taro). They gained new understanding of the richness of the local culture and different attitudes to wealth.

The parting words of the village elder reflect the enthusiasm and commitment of the students to the project. He said, 'They may only be little girls but they did big fella work'.

Going further
Geilston Bay High School ruMAD? program
ruMAD?
Volunteer Holidays

Walking for water

School: St Monica's College, Epping, Victoria
Year level: Year 10
Number of students involved: 50
Subject: Mathematics - Measurement

Impetus for action
At St Monica's, commitment to social justice is lived out through the curriculum. Staff wanted to expose students to inequity and limited access to water and sanitation of people living in developing countries and to encourage them to think about their own water usage and to take action for change.

Action
A measurement unit of work incorporated information from a Caritas water project in Tanzania. Students explored their own water usage and compared this to the typical amount of water used by people in many nations in sub-Saharan Africa. Students tried carrying water for 10 minutes and then calculated how long it would take them to walk six kilometres for water. They engaged with the story of the Tanzania project, and then explored the best possible locations of access points and the most efficient tank shape using measurement skills (area, total surface area, volume and capacity).

Students carried 10 litres of water to appreciate the hardships endured by the community in Tanzania.
Photo: St Monica's College, Epping

As this was our first endeavour into something like this, one of our greatest concerns was to ensure students' results were not compromised. One of the first things we noticed was that the quieter or disengaged students became much more involved in the class. They became determined to work out the best possible solutions. Questions that they would have given up on in the past became an important challenge that they felt they needed to engage with for the sake of the villagers in Tanzania.

Students completed all units of measurement and the same test as all other year 10s. On the whole, test results were comparable with those in other classes. However, many students who had struggled earlier in the year and who were more engaged in this unit showed a vast improvement in this unit compared to other units throughout the year. Students gained a greater understanding of the importance of water, and many students commented that they would definitely make a more conscientious effort to conserve water. Furthermore, students developed empathy for those who are much less fortunate than them. Several students from this group later joined the school's social justice group as a direct result of this unit.

Going further
Delivering water
St Monica's College, Epping
The Water Project
Thankyou Movement

Global maths

School: Auburn Girls High School, New South Wales
Year level: Year 8
Number of students involved: 30
Subject: Mathematics

Impetus for action
The Mathematical Association of New South Wales used a grant from the Global Education Project New South Wales to promote numeracy skills in the context of global education. Recognising that assisting students to make links between subjects can foster successful learning, the Head Teacher, Mathematics, gained school-wide support for the planning and implementation of a three‐day cross‐curriculum project based on The Amazing Race.

Action
Students were divided into groups of four to research a selected country from the Asia-Pacific region by completing a number of tasks (roadblocks) within a tight timeframe.

Teams of students prepare to collect information about their country
Photo: Auburn Girls High School

These included:

1. Preparing a presentation about a selected country (mathematics and geography), featuring:

facts and descriptions, compared with Australia

languages spoken, with some key greetings

currency, with conversions to Australian dollars

demographic, population, urban/rural distribution, mortality and birth rates, predicted population for 2050

map of country with provinces and capitals, rivers, mountains etc

weather description for capital, presented as a climograph

cultural details and human rights

transport - types and usage rates.

2. How will you communicate? (science and technology)
Gathering information about technology use (microwaves, mobile phones, internet, computers) and environmental impact and responses

3. What will you take? (geography and mathematics)
Planning what luggage you will take, calculating the weight and determining airline restrictions to check whether your bag will be allowed

4. What will you eat? (health, mathematics)
Investigating local cuisines; preparing a simple recipe for seven people (team plus judges) within budget

5. Where will you go? (geography, mathematics)

Investigating some key landmarks in the capital city (eg a heritage site, religious or worship place and a famous natural feature)

Creating a map showing their locations and travelling distances

6. Trip planning (English, geography, mathematics)

Students prepared a detailed pre-departure plan and itinerary for a three-day trip to their nominated country, leaving from Sydney. The plan detailed:

visa requirements

luggage requirements

concerns in country (Smart Traveller)

itinerary

timeline based on places to be visited, mode of transport and distances (average speed, time differences, time spent travelling)

budget for travel, accommodation, food, entrance fees with money conversions.

A student survey indicated that students had enjoyed the activity. Pre- and post-tests indicated improved understanding of numerical, spatial, measurement and statistics concepts, and skills to apply them in the problem-solving challenges. Teacher evaluations were positive. They enjoyed working in cross-curriculum teams and gaining insights about integrating a global perspective into mathematics and their own learning areas.

Science and recycling

Name: Cleveland District State High School, Queensland
Year level: 8
Number of students involved: 30
Subject: Earth science - rock cycle

Impetus for action
A teacher's connections with DeforestACTION and the Global Learning Centre led to engaging students in their studies about the rock cycle through the hidden costs of mobile phones.

Action
Students were presented with the research question 'What is the true cost of our digital devices, such as mobile phones?' as part of their rock cycle studies.

They watched a video from the Story of Stuff website to learn about product lifecycles and the hidden 'costs' of mobile electronic devices.

Students quickly found that mobile phones contain a mineral called coltan which is mined in the Democratic Republic of Congo and is linked to child labour, child soldiers and the degradation of the natural habitat - leading to the endangerment of gorillas, chimpanzees and other wildlife.

Students were outraged that the mining of coltan was contributing to such destruction. They realised that their own mobile phones also contributed to the problem, and that they needed to dispose of their phones through recycling programs and inform others about the associated issues. Students began a campaign to recycle mobile phones in the school.

One of the posters produced as a result of student's responding to their learning.
DeforestACTION

They partnered with DeforestACTION and the Jane Goodall Institute of Australia, and worked with a local graphic designer to create awareness posters that would spread their new knowledge to other students at the school. In the first year they collected 80 phones. They then expanded their campaign to include all electronic waste and to have the school dispose of electronic equipment, including printers and computers, in an environmentally sustainable manner.

Students shared their learning and action with their peers and with schools around the world at one of DeforestACTION's global webinars, to a global audience of more than 10,000 participants.

Going further
DeforestACTION phones; lesson plan
The Jane Goodall Institute Australia

Noongar kit

School: Coolbinia Primary School, Western Australia
Year level: Years K-7

Impetus for action
Coolbinia Primary School is a government school located in inner-suburban Perth, Western Australia. In 2013, a number of the school's teaching staff took part in the One World Centre's Global Teaching Advocates program, which gives intensive professional learning support to a small group of Western Australian teachers wanting to increase their knowledge and skills in global education. The program also leads to the development of practical school-based global education projects.

The staff explored the idea that an important part of fostering global thinking in school was a strong understanding of identity and heritage, including knowledge and experience of local Aboriginal history and culture. The project also gave the school an excellent opportunity to develop resources to help fulfill the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority.

Action
Over a number of months, Coolbinia Primary School put together the Noongar Djinanginy Kadidjiny (Seeing and Understanding) Hands-On Kit - an extensive collection of teaching ideas, artwork, books, musical instruments, and other hands-on teaching items. The aim was to produce a high-quality experiential kit that could be loaned to schools across Western Australia. It was put together after a process of whole school planning with staff, and consultation with many local Noongar organisations and community members.

Left: Students worked with Peter Farmer to produce artwork for their Noongar kit. Right: A diagram showing the six Noongar seasons with their related activities.
Photo: Coolbinia Primary School

The process for putting together the kit included a number of incursions and excursions where students learned from local Noongar Elders and artists; trialling lessons from the hands-on kit across different year levels; and gaining feedback from students about what they had learned about Noongar history and culture.

The kit is relevant across a range of learning areas including English, geography, history and the Arts. It has been made available for loan from the One World Centre library, which is the Western Australian resource centre for the Global Education Project.

Going further
Kaartdijin Noonhar, Sharing Noongar Culture

Kids teaching kids

School: Nyabing Primary School, Western Australia
Year level: Years 4-7

Impetus for action
In 2013, the Nyabing Primary School Principal participated in the One World Centre's Global Teaching Advocates program, which gives intensive professional learning support to a small group of Western Australian teachers wanting to increase their knowledge and skills in global education. The program also leads to the development of practical school-based global education projects.

Action
Nyabing Primary School is a small rural school of approximately 40 students in the southern wheat belt of Western Australia. The Nyabing Global Teaching Advocates project began by developing staff awareness of global education perspectives and how to incorporate these in the classroom. The school had chosen to focus on global water issues, especially as students could relate easily to water use and consumption, having grown up on farms and in country areas.

Two staff members developed teaching programs for their students that linked their new global understandings to the Australian Curriculum. These were then taught in each classroom over Term 3. The aim was for students to display a deep understanding of water around the world, including the topics of water consumption, safe and unsafe water sources, water diseases, and water-related challenges facing countries and communities experiencing poverty.

To complete this teaching program the school held a Kids Teaching Kids Day with students from two other schools from the region - Pingrup Primary School and Kukerin Primary School. The day was promoted via a short radio segment on the local ABC morning program, with school leaders explaining the purpose of the event and how it would work.

A boy washes his hands under a tippy tap by operating the foot lever to pull a string placed over a cross-bar and tilt a container of water.
Photo: Nyabing Primary School

Firstly the Nyabing students had the opportunity to share some of the work that they had completed and some water facts during a water-themed assembly. Following the assembly, the visiting students were split into groups and were assigned a station. This was where the 'expert teachers' (the Years 4-7 students) taught various topics related to water. Stations included: a 'water facts sort', information about the water cycle, a water game that involved collecting water from different sources, and a 'tippy tap' to wash hands. The day was thoroughly enjoyed by all the children who attended, and the Nyabing students and teachers received very positive feedback from the other participating schools.

From the project, staff developed greater understanding of global challenges and the importance of incorporating world issues into daily teaching. Students gained greater understanding of global water challenges as well as having the experience of teaching other students. The program involved parents and other community members. It also helped to form links with other rural schools.

Going further
Tippy tap
Staying healthy

Global advocates

School: Esperance Senior High School, Western Australia
Year level: Years 8-9

Impetus for action
Esperance Senior High School is a regional secondary school of approximately 900 students located on the Western Australian south-eastern coast.

In 2013, the Head of the Society and Environment Learning Area participated in the One World Centre's Global Teaching Advocates program, which gives intensive professional learning support to a small group of Western Australian teachers wanting to increase their knowledge and skills in global education. The program also leads to the development of practical school-based global education projects.

In her report about the school's project, the Head wrote about how important it was to take intentional steps towards being more globally focused:

Our school is a country remote high school. Whilst staff and students at the school come from diverse backgrounds, the geographical isolation of the town sometimes makes it difficult to add a global perspective to the curriculum. It would be great to visit cultural centres, museums and have outside speakers come to classes but the logistics and costs restrict this.

Becoming a Global Teaching Advocate school was important to ensure students were developing their sense of the wider world and that their strong sense of community could transfer to the global community. We are all part of a global village and students need to be aware of the issues the world faces and more importantly must have opportunities to take action about the issues we learn about.

Initially the school applied to become a Global Teaching Advocate school focusing on Society and Environment, however other teachers became interested and involved and so the project grew. Four teachers were involved in the project, all creating their own schemes of work and having separate action plans.

Action
After initial professional learning and collaboration by staff, globally focused projects were undertaken across four learning areas.

Year 9 economics - fair trade
Students in Year 9 Society and Environment undertook a two-week economics unit looking at the topic of fair trade. The class looked at the various aspects of fair trade and how it worked within the trade system, including the positive impacts of fair trade and the success it has had in recent years, economically and socially. Students undertook web quests, watched documentaries and developed their own awareness program, which included developing a peer teaching program and visiting a local primary school to undertake some lessons with the years 6-7 students. Students also put together a competition to promote fair trade chocolate.

Students plan how they would explain fair trade to primary students.
Photo: Esperance Senior High School

The students felt empowered by being able to teach what they had learnt about fair trade to younger students, and they could see that their action plan of raising awareness and encouraging people in the local community to change their consumer preferences to fair trade chocolate had real impact. The program showed that they had power to use knowledge to promote positive change.

Year 9 music - Indonesian compositions
Year 9 music students undertook an eight-week module in Indonesian music. They began by looking at some general information about Indonesian geography and culture. They listened to examples of traditional and modern day Indonesian music. The class then went on to research some specific challenges faced by people in Indonesia, including earthquakes, tsunamis, religious conflict, drug trafficking, the positives and negatives of tourism, and poverty.

The students learnt about the different traditional music ensembles and instruments, and compared them to those of today. They also learnt about traditional Indonesian scales, which they used to compose a piece of music in groups. Their composition had to be based on or describe through music one of the issues that had been discussed.

Students perform their Indonesian compositions to the whole school.
Photo: Esperance Senior High School

The compositions had to be written for either the school concert band or the guitar ensemble. These compositions were then performed by the ensembles for local primary schools, along with some smaller Indonesian compositions and discussions by the students.

Year 8 geography - outback tourism
The school took advantage of the year 8 geography course changing to include the new Australian Curriculum unit 'Landforms and landscapes'. As the lessons needed to be created from scratch it was a great opportunity to ensure that the three cross-curriculum priorities of Sustainability, Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia's engagement with Asia were represented in the new scheme of work.

Students became more informed about the value of land to different cultures. The students especially enjoyed learning about a number of Dreaming stories and how beliefs related to landforms. The class also got involved in helping to maintain the local landscapes, including producing a number of Keep Australia Beautiful 'Outback Packs', which were delivered to the local tourist information centre, where they are being distributed to tourists to help promote the conservation of local national parks and other areas.

Year 9 English - reducing our ecological footprint
Prior to reading the novel Juno of Taris, the class discussed important aspects of ecological sustainability. While reading the novel, the class completed a series of activities linked to Bloom's taxonomy, focusing on understanding the narrative conventions of novels. They researched what a biodome was like, and the class was surprised at the ecological footprint they create through their own 'everyday' practices. A strong focus was placed on the theme of ecological sustainability and the democratic process.

The class discussed how they could change their behaviour and reduce their footprint. The Mobile Muster, a recycling program based on mobile phones and their accessories, was immediately adopted. Students raised awareness in the school community by constructing a library display with a Mobile Muster collection box and also set up more collection points in the town.

# data[].attributes.attachment_link.description
Global education aims to develop global citizens. Enabling young people to participate in shaping a better, shared future for the world is at the heart of global education. Here we profile learning and action in schools around Australia.

# data[].attributes.attachment_link.readable_text
Looking for resources to use in the classroom with your students? Check out these great resources including teaching guides, posters, films, stories and more.

Australian Human Rights Commission
Australian Human Rights Commission Curriculum Resource
The Australian Human Rights Commission's Human Rights Examples for the Australian Curriculum resource identifies opportunities within the Australian Curriculum for students to learn about human rights issues from Foundation (Kindergarten) to Year 10 in the key learning areas of English, History, Geography, Science and Maths.

Victorian Curriculum and Assessment Authority

Road to Refuge - NSW Government

Roads to Refuge is designed to give students, teachers and the community access to relevant, factual and current information about refugees. The website includes a range of resources including videos, lesson ideas

The Edmund Rice Centre for Justice and Community Education is involved in a range of human rights projects and initiatives which encourage greater awareness, understanding and action for positive change. For many years the Edmund Rice Centre has been working to raise awareness of, and advocate for the rights of refugees and people seeking asylum.

The Refugees and people Seeking Asylum Education Activities Resource for Teachers Upper Primary-Senior Secondary (Updated 2021) is ERC's publication, which converts years of their research and experience into curriculum support material that addresses the learning needs of students.

This free 74 page Education Activities Resource offers 44 cross- curricular activities, which are practical, engaging and focused on increasing awareness about human rights and advocacy. The activities are adaptable to all year levels in secondary school and some can also be used with upper primary classes, students with special needs and they could also be used in community group discussions. Students are encouraged to think about refugees and people seeking asylum with compassion, to move their understanding from the head to the heart and then to some form of action.

The Education Pack contains five lessons for secondary schools, designed to assist students to engage with the stories through the multimedia resources available. The lessons can be applicable to English, Media, Civics and Citizenship, and Geography from years 7-12, and are based on the Australian, NSW and Victorian curricula.

Taking Action - Human Rights and Refugee Issues Teaching Resource is appropriate for the middle years - Years 5-9. Teachers can make curriculum links to the learning areas of Studies of Society and Environment, Geography, History, International studies, Civics and Citizenship, Health, Personal Development and English.
Global Education Resource
The Global Education website contains a range of resources to encourage a global perspective across curricula, including this lesson plan on refugees. Suitable for primary and secondary students.
Racism No Way! Project
The "Racism. No Way!" project aims to assist Australian school communities and education systems to recognise and address racism in the learning environment. The project website has a range of lesson ideas and student worksheets ready for download on racism, prejudice, cultural diversity, identity, language, migration and refugees. Suitable for primary and secondary students.

United Nations High Commissioner for Refugees
UNHCR Teacher's Resource
UNHCR has developed lesson modules for different age groups that will help teachers introduce refugee issues into the curriculum in a range of subject areas, including art, geography, history, civic education and language and literature. Suitable for primary and secondary students.

GAMES AND ACTIVITIES

Amnesty International Australia

This role-playing activity simulates an encounter between refugees and immigration officers. Suitable for primary and secondary students.

Amnesty International Australia

This activity asks students to imagine themselves in the situation of a family at risk of persecution and to think about the decisions they would have to make if they had to flee their country. Suitable for primary and secondary students.

Amnesty International UK

This downloadable board game simulates the challenges refugees face when attempting to escape from their country. Suitable for primary and secondary students.

SBS

This online simulation game puts players in the shoes of an asylum seeker who is forced to flee Australia. Suitable for secondary students.

Student Action for Refugees, UK

This game uses the challenge of simultaneously juggling five balloons to encourage students to simulate the challenges refugees face when settling in a new country. Suitable for primary students.

PERSONAL STORIES
*Note: The age suitability statements in this document are general recommendations only. Teacher discretion is advised. Download these resources as a word document below:

# data[].attributes.attachment_link.description
Looking for resources to use in the classroom with your students? Check out these great resources including teaching guides, posters, films, stories and more.

# data[].attributes.attachment_link.readable_text
After 294 days and more than 12,000 drawings we can finally unveil your welcome book. Yep this is it, in all its high gloss 42-page glory. So how did we get here?

NATHAN: When refugee or migrant families first move here they're given a welcome pack. It's got a lot of important information for parents but nothing for kids.

Last year BTN launched a campaign to create a book that will be included in the welcome packs that the government gives to migrant and refugee families when they move to Australia. So, we asked you guys to create an artwork that either says welcome, shows your favourite place to visit in Australia or what you love most about living here. We received thousands of drawings. In fact, we received 12,134 and if we had included every drawing as a page in the book It would have been the 2nd biggest book ever published in the world. So, while we would have loved to have used them all we had the hard task of selecting around 180 to put in and that wasn't easy.

Now it's finally ready to be handed out to families like the Ali's

ANIQA: I really like this one because it says today might not be the best day. But there is always a great day ahead. So today you should celebrate because you are in Australia.

They moved here from Pakistan around 3 years ago.

KOMAIL: I just remember moving from my old house from my country. Selling everything and just in a hurry packing our bag and getting out of there.

WAJAHAT: It's very hard you know especially the journey of 3 days in a boat that my children didn't eat and drink and they are sea sick it's very hard I never forget these three days in my whole life.

They reckon the welcome book is a great gift to comfort other kids moving here.

KOMAIL: I thought it would be a great encouragement for the refugee children who arrived like recently because we never had that and we didn't know how like the people would be and how we would get through the days when we first arrived here.

ANIQA: I think the welcome book was really amazing it had really colourful pictures and the messages were really lovely and encouraging people and I really loved it.

We're hoping the messages will help kids as they settle into their new homes in Australia.

ABBAS: My advice to other kids would be to be more confident and be brave about what you do.

# data[].attributes.attachment_link.description
After 294 days and more than 12,000 drawings we can finally unveil your welcome book. Yep this is it, in all its high gloss 42-page glory. So how did we get here? NATHAN: When refugee or migrant families first move here they're given a welcome pack.

# data[].attributes.body
Around seven thousand people from Central America are currently walking towards the US-Mexico border where they intend to camp until they are allowed in.

# data[].attributes.attachment_link.readable_text
Imagine having to leave your home, taking only what you can carry on your back and walking thousands of kilometres looking for a better life. That's the reality that these people in Central America are facing right now. For the past 2 weeks many thousands of people have slowly been making their way on foot hoping to reach the US border. For some that's a 2 and a half thousand kilometre trek.

LUIS PUERTO: It's very hard because the heat from the sun is getting us tired, but we are warriors. And we got to get to the place we got to get to. We're going to fight. We're going to keep on going. We're not going to stop.

As it's moved on, the group has grown to more than 7 thousand people. All from different countries like Honduras, Guatemala and Mexico. Most left their homes because of violence, unemployment and poverty. Now, they want to start a new life in the United States.

DAISY ZUNIGA: I came because in my country there are no jobs, there is no way to support the kids. I've got two other kids and they are the reason I did it, because when one has nothing, and your kids ask you for something, you don't know what to do.

JOSE ANIBAL RIVERA: Whatever happens to us is better than going back to Honduras. If we die along the journey, what can we do? But we don't plan to return to Honduras. We have come determined. Anything is better than returning to Honduras.

When a large group of people move as a group it's often called a caravan. This particular caravan is a mass migration which means they're hoping to permanently settle somewhere new. They usually have to travel large distances and across borders. And they've happened many times over thousands of years.

But mass migrations can be really dangerous especially for the kids involved. A lot of people can get really sick or injured from travelling for so long without proper food or shelter. And once you arrive there's still no guarantee of a happy ending. Because you can't just settle in a different country without permission and the US President Donald Trump has warned the migrants that he will turn them away. He tweeted that:

"People have to apply for asylum in Mexico first and, if they fail to do that, the US will turn them away."

But a lot of the people who are part of the mass migration say that they have given up trying to apply to live and work in the United States because the process takes too long.

No one is sure what will happen if and when this group arrives at the US border. But these people hope that this journey will help them find a safe place and soon.

# data[].attributes.attachment_link.description
Around seven thousand people from Central America are currently walking towards the US-Mexico border where they intend to camp until they are allowed in.

# data[].attributes.attachment_link.readable_text
Subjects: English

Years: F-2, 3-4

How can drawings of characters give readers clues about who they are?

What are some of the clues Leigh Hobbs gives us about Old Tom's character through his drawings of him?

Do you have a character in your head that you've been thinking about for a while?

As you draw or write about your character, remember what Leigh says about letting your character change.

Production Date: 25 Sep 2016

Copyright
Metadata © Australian Broadcasting Corporation and Education Services Australia Ltd 2012 (except where otherwise indicated). Digital content © Australian Broadcasting Corporation (except where otherwise indicated). Video © Australian Broadcasting Corporation (except where otherwise indicated). All images copyright their respective owners. Text © Australian Broadcasting Corporation and Education Services Australia is licenced under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

# data[].attributes.attachment_link.title
Developing characters with Leigh Hobbs - ABC Education

# data[].attributes.attachment_link.description
Subjects: English Years: F-2, 3-4 What are some of the clues Leigh Hobbs gives us about Old Tom's character through his drawings of him? Do you have a character in your head that you've been thinking about for a while? As you draw or write about your character, remember what Leigh says about letting your character change.

# data[].attributes.headline
Using descriptive language to evoke mood and feeling. Year 3 English

# data[].attributes.subject
Using descriptive language to evoke mood and feeling. Year 3 English

# data[].attributes.body
Is there a particular place or time of day that you love? How would you describe this place and time to someone to convey how you feel? What sort of mood would you want to create? The narrator in this video tells us she loves sunrise. How does she communicate this through the language she uses? What is the mood created?

# data[].attributes.attachment_link.title
ABC Open: Using descriptive language to evoke mood and feeling - ABC Education

# data[].attributes.attachment_link.description
Is there a particular place or time of day that you love?

# data[].attributes.attachment_link.title
Pacific Indigenous Cultures - The Queensland Museum Network Blog

# data[].attributes.attachment_link.description
Posts about Pacific Indigenous Cultures written by qldmuseum

# data[].attributes.headline
The reading machine - check out The Grammar Gorillas (linked below). ✔️✔️✔️

# data[].attributes.subject
The reading machine - check out The Grammar Gorillas (linked below). ✔️✔️✔️

# data[].attributes.body
Looking for ways to keep kids excited about reading? The Reading Machine provides links to 36 online games to help you teach and reinforce important reading skills, and to help your students practice and enhance their skills.
I LOVE The Grammar Gorillas

URL: http://www.funbrain.com/grammar/index.html
Levels: Grades 2-8
Skills: parts of speech

Description: How well do you know the parts of speech? Click the noun, pronoun, adjective, verb, and so on, when the game asks, and your gorilla earns a banana. With beginner and advanced levels and a simple grammar guide on each page to assist users, this game will make "grammar gurus" out of kids of all ages.

The games make great "reward time" activities too.

# data[].attributes.attachment_link.title
Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

# data[].attributes.attachment_link.description
Discovery Education's Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

# data[].attributes.body
CyberBee swarms with fresh ideas and resources for teachers who want help using technology in their classrooms or integrating technology into their curriculum. Here you will find such valuable resources as online treasure hunts designed to introduce students to the Web, a primary source document of the month with student comprehension questions, printable Web site evaluation forms, and a host of other useful curriculum links.

# data[].attributes.attachment_link.title
Adventures of CyberBee | Education World

# data[].attributes.attachment_link.description
CyberBee will help you integrate technology into your classroom.

# data[].attributes.body
Educational Resources Information Center (ERIC) provided "education information with the personal touch." The site's thousands of resources and services included journal articles and document abstracts, a listserv archive, and more than 1000 teacher submitted lesson plans browsable by subject area or searchable by keyword and grade level

# data[].attributes.attachment_link.title
Lesson Plans for Educators : National Council for Open Education

# data[].attributes.attachment_link.description
© 2017 National Council for Open Education. * A 501(c)(3) non-profit organization * 818 Connecticut Ave N.W., Washington, DC 20006

# data[].attributes.body
ANYTIME SCAVENGER HUNTS

Hunger Games/Popular Young Adult Novels
By Chris Van Allsburg
The Olympic Games
Exercise Is Cool
What Kind of Animal Is That?
Animal Dads
Tour the Mayflower
Animal Dads
Sea Turtles: Just the Facts
The World's Tallest Mountain
Call the Police!
Penguins Around the World
A Tour of a Space Shuttle
Mouserobics
Is That Copy Right?
Mighty Muscles
Tour Yellowstone National Park
Ancient Olympic Games
Democracy in Your Hometown
Who Said That?
Who Said It First?
Write It Right
Going Buggy?
A Session of Congress
How Computers Work
Colors of the Universe

# data[].attributes.attachment_link.title
Internet Scavenger Hunts | Education World

# data[].attributes.attachment_link.description
Virtual scavenger hunts for kids help build students’ information literacy skills. Students love treasure hunts for finding answers to these worksheets.

# data[].attributes.headline
Printable Graphic Templates for Teachers including Venn Diagrams, Bone Diagram, Family Tree and many more!

# data[].attributes.subject
Printable Graphic Templates for Teachers including Venn Diagrams, Bone Diagram, Family Tree and many more!

# data[].attributes.body
Printable Graphic Templates for Teachers including Venn Diagrams, Bone Diagram, Family Tree and many more!

Venn Diagram templates

Student opinion template

Bone diagram template

Comparing celebrations: A Venn Diagram template

Comparison chart template

Concept map template

Event map template

Family tree: Three generations template

Fishbone diagram template

Family tree: Four generations template

KWHL chart template

Life cycle chart template

Process chart template

Research notes chart template

Spider map template

Story map template

T-chart template

Tree chart template

# data[].attributes.headline
The TREE of LIFE EXPLORER is hands the BEST interactive for STEM literacy that I have come across!🌳👍🏽

# data[].attributes.subject
The TREE of LIFE EXPLORER is hands the BEST interactive for STEM literacy that I have come across!🌳👍🏽

# data[].attributes.body
I ABSOLUTELY LOVE LOVE LOVE THE ONE ZOOM TREE OF LIFE INTERACTIVE.

AND...

The Linnean Society of London has produced a wonderful set of educational materials , including materials you can use at home which feature OneZoom.

# data[].attributes.attachment_link.readable_text
What is the tree of life?

The tree of life shows how all life on earth is related. Each leaf represents a different species. The branches show how these many species evolved from common ancestors over billions of years. In our interactive tree of life you can explore the relationships between 2,235,076 species and wonder at 105,448 images on a single zoomable page.

Popular places to start exploring...

Become a sponsor...

OneZoom is a registered non-profit in the UK, all our products are available for free. 878 people like you have helped us by making donations. Their names have appeared as sponsors on 1534 leaves of our tree of life leaves of our tree of life.

Only one name per leaf so get your favourite while you can, for yourself or as a gift.

Sponsor a leaf now!

What we've been up to...

12 September 2023

The Guardian features One Zoom as one of its 50 weirdest, most wonderful corners of the web .

More...

30 November 2022

OneZoom features as an interactive part of The Whole of Nature - Forces, Orders, Boundaries exhibition at the Museum of Nature Hamburg, Germany. The exhibition combines science and art to show how nature can be ordered.

More...

29 September 2022

Donors can now renew their support of sponsored leaves. Sponsorships are only for a four year period, however those who do not renew will remain on our tree of life for the time being. Donors will get an e-mail reminder before their sponsored leaves expire.

More...

23 July 2022

OneZoom features as an interactive component of the Taxonomy: Our Lives Depend On It exhibition at Bishop Musuem , Honolulu, Hawai'i.

More...

22 May 2022

Thank you to On The Edge for funding our latest project: tree tours. We will bring you a collection of guided tours around our tree of life explorer. These tree tours will take you to particularly interesting parts of the tree and give you more information about evolution, biodiversity and conservation as you go. You will be able to sit back and enjoy the tree tour, or hop off and explore freely around any of the tour stops.

More...

# data[].attributes.headline
Global Competence - Global Leadership GPS Performance Outcomes, Rubrics, and I Can Statements for grades K-2, 3, 5, 8, 10, and 12 

# data[].attributes.subject
Global Competence - Global Leadership GPS Performance Outcomes, Rubrics, and I Can Statements for grades K-2, 3, 5, 8, 10, and 12 

# data[].attributes.body
Global Leadership GPS Performance Outcomes, Rubrics, and I Can Statements for grades K-2, 3, 5, 8, 10, and 12 (linked).

In Educating for Global Competence, Veronica Boix-Mansilla and Anthony Jackson define global competence as “the capacity and disposition to understand and act on issues of global significance.” In this context, the word "global" refers not just to different places on the planet, but to the great variety of interconnected people, cultures, ideas, problems, and opportunities that constitute all human experience. The globally competent student learns how to synthesize information and ideas from many sources and perspectives, and makes well-informed decisions to acct on what is learned. It is this constellation of knowledge, disposition, and action that characterizes Global Leadership.

# data[].attributes.attachment_link.readable_text
In Educating for Global Competence, 2nd edition, Veronica Boix-Mansilla and Anthony Jackson define global competence as "the capacity and disposition to understand and act on issues of global significance." In this context, the word "global" refers not just to different places on the planet, but to the great variety of interconnected people, cultures, ideas, problems, and opportunities that constitute all human experience. The globally competent student learns how to synthesize information and ideas from many sources and perspectives, and makes well-informed decisions to acct on what is learned. It is this constellation of knowledge, disposition, and action that characterizes Global Leadership.

Global Leadership gives students many opportunities to transcend their local boundaries by developing global competence across disciplines of art, English language arts, history/social studies, mathematics, science, and world languages. A well-rounded global curriculum not only opens students' eyes, but sets the stage for them to act in ways that are inspired by their course of study and driven by a desire to make a difference locally, regionally, and globally.

The skills required for successful participation in the world-such as responsible citizenship, innovative entrepreneurship, and active leadership, among others-are not specific to any one course or classroom. A globally focused school fosters the development of these skills through service learning, internships, field trips, performances and exhibits, and other experiential projects, both during the school day and via afterschool and summer programs.

In the course of developing global competence, students investigate the world, learn more about where people come from and how they live, and come back to reflect on their own lives with honesty. Recognizing different perspectives, communicating and defending ideas with respect and empathy, and accounting for the thoughts and opinions of others are the roots of effective leadership and collaboration. The seeds of action-identifying a local, regional or global issue, researching questions about its causes and possible solutions, and taking responsibility for personal action in response-may be sown in a class or in an afterschool program, but in a globally-focused curriculum, those seeds germinate everywhere in school, at home, and in community life.

Students need to know they can have an impact and that they are not powerless in the face of large, complex, and often seemingly intractable global issues they study. Grounding a decision to act in Global Leadership allows them to demonstrate their knowledge of the world and teaches them how to be part of a global community.

Download Global Leadership Performance Outcomes

# data[].attributes.attachment_link.description
Download global leadership performance outcomes and rubrics with benchmarks from kindergarten through 12th grade.

# data[].attributes.attachment_link.description
CCSSO supports states in encouraging innovation, learning from other sectors, and applying new principles to transform the educational landscape.

# data[].attributes.body
The Reading for Understanding Initiative:Key Findings and Implications for States and Districts

# data[].attributes.attachment_link.readable_text
It is difficult to over-state the importance of reading comprehension skills-they enable learning about almost all content areas and topics for students while in school and over the course of their lives. Without adequate reading and comprehension skills, an individual's ability to pursue their field(s) of interest, to become and remain self-sufficient, and to engage productively in society are greatly curtailed. In the workplace, the ability to read, comprehend, and analyze complex texts is fundamental to attaining and holding high paying jobs.

Unfortunately, the United States has been falling short of our national aspirations that all students achieve high levels of reading comprehension skills. Over the past seven years, states have taken steps to address this problem by adopting more rigorous reading/literacy standards aligned to college- and career-readiness and investing in teacher training. Despite these actions and the efforts of many dedicated educators, state, national, and international indicators converge to show relatively stagnant growth in reading performance.

In 2010 the U.S. Department of Education launched a focused, five-year research initiative to "aggressively attack and derive solutions for enabling students to understand what they read." Previous research initiatives had led to insights and subsequent instructional programs that proved to be effective in helping young children become adequate decoders of texts-translating text into sounds and words. But that same energy and focus had not yet been applied with rigor to the problem of comprehension-the complex process that allows one to gain meaning and construct new knowledge from texts.

Please find the full ETS report "Retooling Literacy Education for the 21st Century; Key Findings of the Reading for Understanding Initiative and Their Implications" here.

# data[].attributes.attachment_link.title
The Reading for Understanding Initiative:

# data[].attributes.attachment_link.description
It is difficult to over-state the importance of reading comprehension skills-they enable learning about almost all content areas and topics for students while in school and over the course of their lives. Without adequate reading and comprehension skills, an individual's ability to pursue their field(s) of interest, to become and remain self-sufficient, and to engage productively in society are greatly curtailed.

# data[].attributes.attachment_link.readable_text
This document is intended for chief state school officers, district leaders, and school administrators to provide them with fundamental insights about formative assessment. It lays out why formative assessment is important and the kinds of supports that will be needed to lead and scale its effective implementation.

# data[].attributes.attachment_link.title
Fundamental Insights about Formative Assessment

# data[].attributes.attachment_link.description
This document is intended for chief state school officers, district leaders, and school administrators to provide them with fundamental insights about formative assessment. It lays out why formative assessment is important and the kinds of supports that will be needed to lead and scale its effective implementation.

# data[].attributes.attachment_link.readable_text
Mindset for IELTS Level 1 Student's Book and Teacher's book

There are two types of IELTS: Academic and General Training. All test takers take the same Listening and Speaking tests but different Reading and Writing tests. Make sure that you prepare for the correct test type.

The Listening, Reading and Writing sections of all IELTS tests are completed on the same day, with no breaks in between them.

The Speaking section, however, can be completed up to a week before or after the other tests. The total test time is 2 hours and 45 minutes.
IELTS official practice test
MINDSET, the multi-level course from the organisation that produces the IELTS test, develops students' English skills and leaves them fully prepared for test day. MINDSET from Cambridge gets you inside the IELTS test with a unique blend of print and online content. Topic-based units organised by skill make it easy to find what you want. Designed for students aiming for Band 5.5 in the Academic Module, this Student's Book Level 1 includes learning strategies, skills practice and exam practice to help you achieve your goal. Online content includes skills modules, Corpus informed language specific modules and Academic Study Skills, plus access to authentic online practice tests in Testbank.

All downloads are in PDF format

# data[].attributes.attachment_link.title
Mindset for IELTS Level 1 Student's Book and Teacher's book

# data[].attributes.attachment_link.description
Mindset for IELTS Level 1 Student's Book and Teacher's book There are two types of IELTS: Academic and General Training. All test takers take the same Listening and Speaking tests but different Reading and Writing tests. Make sure that you prepare for the correct test type.

# data[].attributes.attachment_link.description
Together, Cambridge University Press and Cambridge Assessment English - the organisation that produces IELTS - bring you Official Cambridge IELTS preparation material. Our authors are experts in the IELTS test and all our material is validated by the team who produce the real test, so you can be confident your students will be fully prepared for test day.

# data[].attributes.body
IELTS Intelligence

# data[].attributes.attachment_link.description
Cambridge One is a mobile-friendly learning environment for English language learners and teachers.

# data[].attributes.attachment_link.readable_text
In our attic there is a large storage box chock full of scrap books, diaries, lovingly decorated journals, autograph books, song lyrics, half-written poems and packets of teenage-angst filled correspondence between me and my best friends in school. Second only to the crates of photos lying next to it, this box is the closest thing I have to an archive of my life. It is an enormous box of words. I occasionally wonder (and worry about!) what my daughters will make of it when I am gone... but I can't bring myself to dispose of it. Words are like that. As a form of expression, writing has always been my go-to. Whether for an audience, to capture a moment or feeling I never wanted to lose, to communicate with someone, or simply to work something through, writing is a constant in both my professional and personal life. It is often the case that I write the words I cannot say.

I began my career having majored in children's literature, language and literacy. I could not wait to teach young readers and writers. As a full-time classroom teacher, supporting children to publish books, writing together for multiple purposes and using literature to inspire the craft of writing was a joy. My interest in inquiry as an approach to teaching and learning only amplified my commitment to seeing children as authors and to mining wonderful literature for what it could teach us about language.

In the early nineties, I was commissioned to write some books for a school-based reading series. Along with my husband Stephen Ray who has a background in zoology, I wrote books about snakes, beetles, lizards, eagles, frogs and nocturnal animals. Combining my love for writing with his knowledge of zoology was an incredible, creative challenge that helped me understand so much about language and the communication of ideas. I have written many books for teachers and countless articles and blogs ... but writing for children was an entirely different experience. It was so much harder than I anticipated!

Many years later, and many books for teachers in between, I had an idea.

Well, I should say that the idea had me. Winsome was like that. She waited until I was on a rare holiday, on my own, in the quiet of a warm evening when she decided to whisper her way into my heart, and a new book was born. It took two years and a pandemic for 'The Wonder of Winsome' to evolve from an intriguing idea and creative urge to a book I am now able to hold in my hands.

Creating a narrative for children has been such another deep inquiry into the process and craft of writing. I feel as if I have been travelling on parallel tracks - one as a writer and the other as a teacher. As I have been writing, I have also thought a lot about the way we 'teach' writing to our young learners. In this post, I want to share some of the lessons I have learned. They are not new ones, by any means, but I hope they are worth being reminded of...

1. Writing ( however much one likes it ) can be plain ol' hard work. The initial romance wears off.

Expecting our young writers to work on a piece with sustained energy and enthusiasm is unrealistic. We need to acknowledge the challenges and talk about how we can work through the 'dips' in our enthusiasm. Timely feedback, plenty of opportunities to share those moments when they are 'stuck' and listening to real authors talk about how they push through those times can be so helpful. Share strategies that focus on the mental process of sustaining your focus as much as the specific strategies related to the craft of writing.

2. Just because you are not writing doesn't mean you are not composing.

Every writer's process is different, of course, but something I was very conscious of was just how much time I spent thinking about the writing. Some of the most productive composition work happened when I was not actually writing but on a walk, in the shower or in the car. It made me think about the times I urged kids to keep going with their writing or the hasty judgements I made if they were staring off into the middle distance. Dreaming, imagining, visualising, rehearsing - these are part of the process and time needs to be available to young writers to do so. We also need to let them step away from a piece - even start something else and come back to it. Flexibility, time and permission to 'put it on the back burner' can be critical to the quality of the piece.

3. Writing is an inquiry in itself.

Inquiry is an iterative process. It involves investigating, or trialling, or testing something and often re-thinking, changing tac, reviewing. Writing is far from linear. Like any journey of inquiry it loops back in on itself, takes unexpected twists and turns and is in a constant state of revision. I was so conscious of the messiness of this process. Building this story was by no means, a neat organised narrative arc. Yet how often do we suggest to children that their stories start at the beginning, get to a 'complication' and finish with a resolution. How often to we slip into teaching the process of writing as if it were a fixed recipe? Do we help children see that writing is so often a non-linear process that is refined and reshaped over time? A story may begin in the middle...

4. When you are writing because you choose to and about something that you care about, your desire to do it well is enhanced.

I chose to write this story. I chose to write a narrative. I chose to write it about something I care deeply about. Having made that choice, I felt committed to see it through. I cared about what I was writing and wanted the words to connect with my readers. Too often, of late, I have heard teachers talk about giving children choice in writing as something special - a once a week 'treat', an exception. To deprive children of the opportunity to regularly write about things they care about seems to me to do a grave disservice to the child and to the craft of writing itself. Choice should be the general rule rather than the exception.

5. Writing is often a team effort.

While I wrote the book - it would not be what it is without the many collaborations I sought during the process. I had friends, teachers, parents and children all read it at various stages and their responses were incredibly helpful in the process of re-thinking and refining. This is the case with all my writing. As a writer you don't wait until your work is published to have an audience read it, you road test it along the way. As young writers, our children need plenty of opportunities to confer with educators and peers. We need to help them feel comfortable with reading their work aloud to each other, swapping drafts for feedback, learning how to give and receive helpful advice. Writing in solitude and under exam/test conditions is about as far away from the reality of writing in the real world as I could possibly imagine.

6. Receiving feedback is not easy

Taking your writing to someone is is a risky act and requires courage! When we confer with young writers, we need to remind ourselves of just how vulnerable they may feel. It can be hard to distance the self from the writing. As we confer with our writers, let's continue to remind ourselves to find what's working for us as readers in their piece and to show a positive, sincere interest in the child's intention and their subject matter before moving to a teaching point. My readers were beautifully curious about what I was setting out to do and made it safe for me to receive their thoughts.

7. Brevity can enhance quality.

If you have ever tried to craft an abstract for something or even get a tweet down to the right number of characters, you will know that writing less is so much more difficult than writing more. Writing for children meant keeping the text succinct which was a delicious challenge for me as a habitually wordy writer! It made me a better one. Let's keep encouraging our young writers to aim for quality over quantity - to take delight in crafting one, really beautiful sentence. Let's be careful aabout saying things like "Wow - look at all this writing! Look how much you/she/he wrote!"

8. Words, illustration and design have a powerful relationship.

The relationship between illustration and words is a profound one. Sharryn Madder's art work elevated my story to a level I had not anticipated. Her gentle, detailed drawings brought a whimsy to the book that words alone could not achieve. I rewrote some sections on receiving her art work. The designer (my brother Graeme) added even more shape and meaning to the story through the way he played with fonts, colour and placement of images around the text. As I experienced this process, I wished I was back in the classroom. Now I would work on forging relationships between authors, illustrators and designers in the process of book-making. How often do we do this? What connections might we make between design technologies and our children's writing or between our passionate artists and our budding authors?

9. Grammar, spelling and punctuation can be fascinating to inquire into - when the time is right.

If I had had to fret too much about grammar and punctuation in the beginning, I doubt I would have a book today. My focus on things like ellipses, the positioning of inverted commas, whether to begin a sentence with 'And' and a range of other technical decisions all came later. And by the time they did come, I approached them as an inquiry. How did other authors do it? Was there actually a rule about this? What if I broke the rule? Is the convention the same in Australia as it is elsewhere? Grammar, spelling and punctuation can become fascinating points of inquiry as one moves towards publication. Using mini lessons, and targeted small focus groups at the point of need (for example, gathering a group together who have all included dialogue in their pieces)allows us to meet writers' needs in a 'just in time' rather than 'just in case' way.

10. Having an audience can make all the difference.

I wrote this story for people to read. For kids and for their parents and teachers. I am writing this blog with an audience in mind. Most of the writing I really put my mind to is for an audience and has a clear purpose. I don't tend to put the same effort into my daily journal because that's just for me. Our young writers need an audience that goes beyond the teacher. This, in itself, positions them as an author which fuels that powerful writer's identity. Perhaps I am not looking in the right places but I don't see the lovely, published books in classrooms I once did. I don't see children in author's circles giving each other honest feedback about their writing in order to inform the next draft - and the next. Composing stories that become books for others to read is one of the most beautiful, authentic contexts for writing we can offer children. Without the thought that my little story might end up being read to a group of children somewhere in the world, I doubt I would have persisted,.

The wonderful Matt Glover who helped me launch my book last week (check out his great ' Author to Author' site where authors discuss their writing process) , often reminds us that writing is one of those things we all teach, but don't all do. The journey of writing 'The Wonder of Winsome' taught me so much about teaching writing itself. It was a true inquiry process in which I discovered as much about myself as a writer as I did about the process of publishing.

We are better inquiry teachers when we make time to inquire. We are better teachers of writing when we make time to write.

When did you last give yourself time to write? What did you discover? Do your children see themselves as authors? Do you encourage your students to write for and about what they care about?

(For stockists of "The Wonder of Winsome" go to the shop at kathmurdoch.com.au)

Just wondering

# data[].attributes.attachment_link.title
The Wonder of Writing.: what writing a children's book taught me about teaching writing. - KATH MURDOCH

# data[].attributes.attachment_link.description
In our attic there is a large storage box chock full of scrap books, diaries, lovingly decorated journals, autograph books, song lyrics, half-written poems and packets of teenage-angst filled correspondence between me and my best friends in school. Second only to the crates of pho

# data[].attributes.attachment_link.title
Environmental Education: re-kindling and re-imagining. — KATH MURDOCH

# data[].attributes.attachment_link.description
I recently had the pleasure of listening to an episode of ‘Recess Duty’ – a new podcast from Levi Allison (you can listen to the episode here .) His guest was Kevin O’Shae who has a passion for Environmental Education. It was a great conversation, and a timely one. I listened to it while the Glas

# data[].attributes.attachment_link.description
Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

# data[].attributes.headline
AITSL reading instruction evidence guide

# data[].attributes.subject
AITSL reading instruction evidence guide

# data[].attributes.attachment_link.readable_text
Guidance materials for the 2020 update to Accreditation of initial teacher education programs in Australia: Standards and Procedures (Standards and Procedures), Program Standard 4.2 - Schedule 1
The update to Program Standard 4.2, Schedule 1, increases the time allocated to English and literacy within ITE programs and places an emphasis on evidence-based reading instruction approaches.

To assist with the new requirements, AITSL has developed the following guidance materials for ITE providers:

Sample programs/units which incorporate the new time allocations for English/literacy in primary ITE programs

An Evidence Guide which puts into context the need for high quality evidence in reading instruction

An Evidence Guide Map which maps out some important studies in relation to the elements of reading

A Research Evaluation Guide which will assist educators in choosing high quality pieces of evidence

These non-mandatory guidance materials are designed to assist ITE providers in the development of programs/units.

AITSL has also created an Accreditation Factsheet outlining the changes in the Standards and Procedures for ITE Accreditation Panellists.

# data[].attributes.attachment_link.description
Guidance materials for the 2020 update to Accreditation of initial teacher education programs in Australia: Standards and Procedures (Standards and Procedures), Program Standard 4.2 - Schedule 1 The update to Program Standard 4.2, Schedule 1, increases the time allocated to English and literacy within ITE programs and places an emphasis on evidence-based reading instruction approaches.

# data[].attributes.headline
The Online Formative Assessment Initiative aims to provide Australian teachers with innovative assessment solutions that integrate resources, data collection and analytical tools that are easily accessible, interactive and scalable to meet future needs.

# data[].attributes.subject
The Online Formative Assessment Initiative aims to provide Australian teachers with innovative assessment solutions that integrate resources, data collection and analytical tools that are easily accessible, interactive and scalable to meet future needs.

# data[].attributes.attachment_link.readable_text
The Online Formative Assessment Initiative aims to provide Australian teachers with innovative assessment solutions that integrate resources, data collection and analytical tools that are easily accessible, interactive and scalable to meet future needs. The initiative will be opt-in and on-demand: and is being developed in collaboration with the teaching profession and school leaders.

The initiative will give teachers the tools, flexibility and professional learning they need to plan teaching that will work best for the students in their classroom. It will also give students more insight into their learning and better understanding about next steps to improve progress.

Stay up to date by signing up to the newsletter on the Contact Us page. You can read the April 2020, August 2020, October 2020, December 2020, April 2021 and June 2021 newsletters about the initiative; and also download an Information Sheet.

A video was produced in April 2021 that shows one possible version of the system. You can view the video here.

# data[].attributes.attachment_link.description
Education ministers have agreed that Learning Progressions and Online Formative Assessment should be a national priority initiative for education. The three education agencies jointly proposed a project about learning progressions and online formative assessment in Australian schools informed by the Growth to achievement: on-demand resources for teachers review.

# data[].attributes.attachment_link.title
PowerPoint Slides - The Learning Scientists

# data[].attributes.attachment_link.description
Please use our materials and pass them along to others for educational purposes! We ask that you attribute us when you use the materials, and that you do not use portions of the materials or remove information from the materials. The materials may not be used commercially.

# data[].attributes.attachment_link.readable_text
This is an extended unit of work about Australia's national days. Intended for upper primary students, the unit is organised around five focus questions: What special days do we commemorate in Australia? What activities do people undertake on these days? What do national days mean to Australian citizens? How have things changed over the years? How might they change in the future to the benefit of all Australians? The unit concludes with a self-evaluation activity.

# data[].attributes.attachment_link.description
This is an extended unit of work about Australia's national days. Intended for upper primary students, the unit is organised around five focus questions: What special days do we commemorate in Australia? What activities do people undertake on these days? What do national days mean to Australian citizens?

# data[].attributes.attachment_link.readable_text
National Days: Introduction

In Australia, as in most countries, certain national days are public holidays, often marked by very traditional activities. They commemorate events that have great significance to Australians, though sometimes not everyone knows the history of the events or feels strongly about them. Hundreds of years ago, in places such as England, public holidays were only held on important religious days, such as Sundays, Christmas Day or Easter Monday. They were the only holidays workers ever had, although of course they were expected to attend church services. When British settlers arrived in Australia, they continued this tradition, although things changed over the years. Other days, such as the Queen's Birthday and Anzac Day were gradually added, which were important for non-religious reasons and involved different activities.

Overall Aim

After exploring this topic you will have learned about the significance of national days in Australia. You will have examined the activities that take place on these days and analysed the changes that have taken place in these days over the years. You will have thought about how people feel at these times and have become aware of your own thoughts and values about these special times in our society. You will apply your knowledge, values and perspectives when considering possible future developments in how one day is commemorated and make some positive suggestions about it.

Focus Question

What special days do we commemorate in Australia? What activities do people undertake on these days? What do they mean to Australian citizens? How have things changed over the years? How might they change in the future to the benefit of all Australians?

Content

In this investigation you will find out about how Australia's most important national days are commemorated, in both formal and informal ways. You will investigate why these days are important, and how they have changed over the years. You will think about what these days mean to your family and community. Finally, you will be asked to consider how one national day might change in the future and suggest what could make this a positive thing for all citizens.

For the teacher | Introduction | Investigation | Review existing information | Report the findings | Taking Action | Evaluation and assessment | Resources

# data[].attributes.attachment_link.description
In Australia, as in most countries, certain national days are public holidays, often marked by very traditional activities. They commemorate events that have great significance to Australians, though sometimes not everyone knows the history of the events or feels strongly about them.

# data[].attributes.attachment_link.readable_text
The Center for Global Education offers a wealth of resources to educators, including those who teach Career and Technical Education (CTE) and Chinese, to build capacity and transform their learning environments.

# data[].attributes.attachment_link.description
The Center for Global Education offers a wealth of resources to educators, including those who teach Career and Technical Education (CTE) and Chinese, to build capacity and transform their learning environments.

# data[].attributes.body
Australian citizenship created
Date: | 26 January 1949
Description: | From the time of European settlement until 1949, anyone born or naturalised in Australia was a 'British subject'. The Nationality and Citizenship Act 1949, which came into being on this day in 1949, created Australian citizenship. Australian Citizenship Day is celebrated each year on 17 September.
Web links: | Australian Citizenship Department of Immigration and Multicultural Affairs Department of Immigration and Multicultural Affairs - Australia Citizenship Day Citizenship Pledge - Discovering Democracy
Teaching and learning activities: | Civics and Citizenship Education website - Australian Citizenship Activity Discovering Democracy - Activity (Primary)Department of Immigration and Multicultural Affairs - Resources for Teachers The Good Citizen Department of Immigration and Multicultural Affairs - Get Into It! Quiz Australian Citizenship Crossword Australian Citizenship Quiz The Good Citizen - Games

# data[].attributes.attachment_link.readable_text
Historical Calendar

The Civics and Citizenship Education Historical Calendar celebrates significant days in Australia's history. By providing online links to further information and teaching and learning activities, it helps teachers to make investigations of these significant days an engaging and meaningful educational experience for students.

Selecting 'Current event' in the calendar will take you to events on or near the current date or the calendar may be browsed by month.

# data[].attributes.attachment_link.description
The Civics and Citizenship Education Historical Calendar celebrates significant days in Australia's history. By providing online links to further information and teaching and learning activities, it helps teachers to make investigations of these significant days an engaging and meaningful educational experience for students.

# data[].attributes.attachment_link.description
Asia Education Foundation (AEF) supports educators and school communities to develop Asia capable young Australians.

# data[].attributes.attachment_link.description
Materials here comprise 12 year-level units of work, with 12 sequences in each, written by teachers and educators from a range of states, territories and educational settings. The writers have been guided in composition and worked as a team to collaborate in producing some 850 new elaborations of curriculum content, all supported by digital resources and interactive worksheets.

# data[].attributes.headline
YEAR 3 ENGLISH SEQUENCE with a GLOBAL approach. 

# data[].attributes.subject
YEAR 3 ENGLISH SEQUENCE with a GLOBAL approach. 

# data[].attributes.body
The primary focus of this unit of work is a literature study of Dreaming stories and folktales from a variety of cultures, related to the theme of night and day.

# data[].attributes.attachment_link.readable_text
Australian Curriculum: English Year 3

Sequence 1: What is in the sky?

Sequence 2: What words do we know about night and day?

Sequence 3: Sun up, Sun down

Sequence 4: Acting out and making models

Sequence 5: Information reports: What is in the sky?

Sequence 6: Information report planning and writing

Sequence 7: Australia's first astronomers

Sequence 8: The Rabbit in the Moon, a Japanese folktale

Sequence 9: The Magic Brocade, a Chinese folktale

Sequence 10: Folktales from Nigeria

Sequence 11: How Maui Tamed the Sun, a New Zealand folktale

Sequence 12: Writing a modern folktale

Australian Curriculum: English Year 3

How Cross-curriculum priorities relate to this unit

The Cross-curriculum priorities are evident within the unit from Sequence 7. The unit has links to both Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia's Engagement with Asia.

In Sequence 7 the focus of the activities is to explore and to develop an understanding of the unique belief systems of Aboriginal and Torres Strait Islander peoples. There is an opportunity for teachers to engage with local community groups and for students to develop an awareness of the spirituality of Indigenous Australians and their connectedness to land, sea, sky and waterways.

In Sequences 8 and 9 the focus of the activities is to explore the traditions and cultures of China and Japan through the examination of folktales and stories. The students are encouraged to explore the geographical, demographic and cultural traditions of both of these Asian nations as part of these sequences.

Australian Curriculum: English Year 3

How General Capabilities relate to this unit

In each sequence there is a focus on the Literacy general capability, with particular emphasis in Sequences 2, 3, 4, 5 and 6 on reading, viewing, writing and creating within the context of using and understanding science texts and methods and the way language is used in science in specific ways.

Sequences 3, 4, 8, 9, 10 and 12 focus on the Personal and Social capability with opportunity for students to work collaboratively in pairs and small groups. Sequences 5 and 9 focus on the Information and Communication Technology capability with students using information and communication technology for investigations, creation of presentations and to communicate ideas and new knowledge.

Sequences 5 and 6 focus on the Critical and Creative Thinking capability as students develop questions and investigate answers to these questions. Sequences 7, 8, 9, 10 and 11 focus on the Intercultural Understanding capability as students engage in learning and activities that allow them to develop awareness, knowledge and understanding of other cultures.

# data[].attributes.attachment_link.description
Australian Curriculum: English Year 3 Sequence 1: What is in the sky? Sequence 2: What words do we know about night and day? Sequence 3: Sun up, Sun down Sequence 4: Acting out and making models Sequence 5: Information reports: What is in the sky?

# data[].attributes.headline
The Language Experience Approach and Adult Learners ESL

# data[].attributes.subject
The Language Experience Approach and Adult Learners ESL

# data[].attributes.attachment_link.readable_text
The Language Experience Approach and Adult Learners

Marcia Taylor, JobLink 2000
June 1992

The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners. Beginning literacy learners relate their experiences to a teacher or aide, who transcribes them. These transcriptions are then used as the basis for other reading and writing activities.

The LEA, first developed for Maori-speaking (Ashton-Warner, 1963) and native-English-speaking children (Spache & Spache, 1964; Stauffer, 1965), has also been used successfully with learners of all ages. Adult learners entering ESL programs may or may not have previous educational or literacy experiences; nonetheless, all come to class with a wealth of life experiences. This valuable resource for language and literacy development can be tapped by using the LEA. The approach develops literacy not only with the whole learner in mind, but also the whole language.

Features of the Language Experience Approach

The LEA is as diverse in practice as its practitioners. Nonetheless, some characteristics remain consistent (Hall, 1970):

Materials are learner-generated.

All communication skills--reading, writing, listening, and speaking--are integrated.

Difficulty of vocabulary and grammar are determined by the learners own language use.

Learning and teaching are personalized, communicative, creative.

LEA With ESL Learners

Krashen and Terrell (1983) recommend two criteria for determining whether reading materials are appropriate for ESL learners: The reading must be 1) at a comprehensible level of complexity and 2) interesting to the reader. Reading texts originating from learners' experiences meet these two criteria because 1) the degree of complexity is determined by the learner's own language, and 2) the texts relate to the learner's personal interests.

Both criteria are of particular importance in adult beginning ESL classes, where the paucity of reading materials can be problematic. Many books written in simplified English are either too juvenile or too uninteresting to be considered appropriate reading material for adults.

Two Variations of LEA

The Personal Experience

The most basic, and in fact the original, form of the LEA is the simple transcription of an individual learner's personal experience. The teacher or aide (or in a mixed-ability class, a more proficient learner) sits with the learner so that the learner can see what is being written. The session begins with a conversation, which might be prompted by a picture, a topic the learner is interested in, a reading text, or an event the learner has participated in. Once a topic evolves, the learner gives an oral account of a personal experience related to that topic. The transcriber may help the learner expand or focus the account by asking questions.

In most forms of the LEA, the experience is transcribed as the learner dictates it, without transcriber corrections to grammar or vocabulary. This technique keeps the focus on the content rather than the form of what is written and provides concrete evidence of the learner's language growth over time (Heald-Taylor, 1989). Errors can be corrected later, during revising and editing stages of the writing process. The relationship between the transcriber and learner should be well established before attempting the LEA, and the transcriber should be supportive of what the learner has to say.

The Group Experience

Groups may also develop language experience stories together. An experience can be set up and carried out by the group, or stories can grow out of experiences and stimuli from any part of the learners' personal, work, or classroom lives. The following steps are often involved:

1. Choosing the experience or stimulus. In collaboration with the learners, choose a prompt or activity that can be discussed and written up in some form. This might include pictures, movies, videotapes, songs, books or articles, class projects, field trips, holidays or celebrations, or an activity designed for this purpose.

2. Organizing the activity. Develop a plan of action with the class. This might include what you will do and when, and what you will need. The plans can be written on the board to provide the first link between the activity itself and the written word.

3. Conducting the experience. The following activities might be done in the classroom or in the community.

Preparing food (sandwich, French toast, salad, popcorn)

Making cards (thank you notes, get well cards, holiday cards)

Class projects (simulations, bulletin boards, skits)

Taking field trips (to the bank, market, malls, library, city hall)

Mapping the school or the neighborhood.

If the experience takes place within the classroom, the teacher can narrate it as it unfolds, repeating key words and phrases.

For more advanced learners, discussions, as well as actual experiences, can evolve into group-produced texts. Discussion topics might include work, adult education, adjustment to life in the U.S., or current local and world events. Again, the teacher might write key words and phrases on the board as they are mentioned in the discussion.

4. Discussing the experience, including all learners in the discussion and writing key words and phrases on the board. The class might, for example, reconstruct the sequence of events that took place. Some learners may be capable of describing an entire experience or generating an extended text about a prompt, while others may only be able to answer questions about it. The teacher may need to stimulate or focus the discussion by asking wh- questions--Who was involved? When did this take place? What did we do first? Regardless of the level of active participation of various learners, it is crucial that all understand the discussion.

5. Developing a written account. The class works together to develop a written account of what was done or discussed. Before actually writing a text, the class might do some planning activities like brainstorming, webbing or mapping, listing, or sequencing ideas. Learners may dictate a description or sequence of events in an activity while the teacher or aide writes it down, or a group of students may work together in groups to produce an account. Regardless of who does the writing, it should be easily visible to all learners--on the board, on a flip chart pad, or on an overhead transparency.

The teacher does not correct the learners' language at this point, although learners may correct themselves or each other as they work together. Formal correction can be done later, as part of the revising and editing stages.

With beginning students, written compositions may be very simple, just a sentence or two if this represents their level of English proficiency. Length is not significant.

6. Reading the account. Once the written text is complete, the teacher or a learner can read it aloud to the class, focusing on key words and phrases, and then learners can read it silently on their own. Of course, oral reading of the account does not need to occur only at this stage, but can be done at many different points during its production, thus promoting rethinking and revision throughout its evolution.

7. Extending the experience. Many language and literacy activities beyond rereading can be based on the written text. The following possibilities can be selected and adapted according to learners' proficiency levels.

With beginning learners, teachers can

have students copy the story themselves;

have students match words with pictures or definitions;

delete every nth word (4th, 5th, 6th, etc.) to create a cloze exercise. Have the students fill in the blanks either with or without the assistance of a word bank, depending on their literacy level;

select words from the story for vocabulary, spelling, or sound-symbol correspondence activities;

use the texts to review a grammar point, such as sequence of tenses, word order, or pronoun referents;

dictate the story for learners to write;

write the sentences in scrambled order and have students rewrite them, restoring the correct sequence;

scramble key words and have students unscramble them.

More advanced learners can

use the group-produced text as the basis for individually written texts about the same topic, about a similar experience, or as a critique of this experience. Then they might read each others' texts;

revise and edit the texts and prepare them for publication;

read other texts related to the topic;

generate comprehension questions for classmates to answer;

write other types of texts--songs, poems, letters (for example, a letter to the editor), or directions for how to do something.

In a class with learners at different proficiency levels, the teacher can use the more basic activities with the learners at lower levels while the more proficient learners work on the more advanced activities individually or in groups, with less teacher help.

Conclusion

Although the LEA was developed primarily as a tool for reading development, this technique can be used successfully to develop listening, speaking, and writing as well. This integrated approach is unique in that it begins with students' individual or shared experiences as a basis for discussion, writing, and finally reading. As students see their personal experiences transcribed into the written word, they also gain a greater understanding of the processes of writing and reading and can make the bridge to reading and writing independently.

References

Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.

Hall, M. A. (1970). Teaching reading as a language experience. Columbus, OH: Charles Merrill.

Heald-Taylor, G. (1989). Whole language strategies for ESL students. San Diego: Dormac.

Krashen, S. D., & Terrell, T.D. (1983). The natural approach. Hayward, CA: Alemany Press.

Spache, G., & Spache, E. (1964). Reading in the elementary school. New York: Allyn & Bacon.

Stauffer, R. G. (1965). A language experience approach. In J.A. Kerfoot (Ed.), First grade reading programs, perspectives in reading No. 5. Newark, DE: International Reading Association.

For Further Reading

Bell, J., & Burnaby, B. (1988). A handbook for ESL literacy. Toronto, Ontario: OISE Press.

Cohen, J., Della Piana, G., Merrill, J., Trathen, W., & Weiss, S.(1981). A reading and writing program using language-experience methodology among adult ESL students in a basic education program. (Volunteer Tutor and Administrator/Instructor Manuals). Salt Lake City: Utah State Board of Education. (ERIC No. ED 213 914 and ED 213 915)

Dixon, C. N., & Nessel, D. (l983). Language experience approach to reading ( and writing). Hayward, CA: Alemany Press. (ERIC No. ED 236 933)

Rigg, P. (1987). Using the language experience approach with ESL adults. TESL Talk, 20(1), 188-200. Toronto: Ministry of Citizenship.
Special thanks to Susan Huss and Peggy Seufert-Bosco for their helpful comments on this digest.
This document was produced at the Center for Applied Linguistics (4646 40th Street, NW, Washington, DC 20016 202-362-0700) with funding from the U.S. Department of Education (ED), Office of Educational Research and Improvement,under contract no. RI89166001. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or ED.

# data[].attributes.attachment_link.description
Marcia Taylor, JobLink 2000 June 1992 The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners.

# data[].attributes.body
Early language learners benefit from rich tasks that provide them with ample opportunities to hear, see, use and manipulate language in contextualised, purposeful ways. In the traditional Language Experience Approach (LEA) teachers use a shared experience - often involving photographs/images of that experience - as a prompt to collectively write a text with the learners. This text - often a series of photographs/images with captions - becomes a text that the group reads, re-reads, revises and extends. In the process, the teacher can draw learners' attention to phonetic and semantic patterns in the co-constructed text.

Therefore, the language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language.

# data[].attributes.attachment_link.title
Language Experience Approach Features & Examples | LEA Methods for Literacy - Video & Lesson Transcript | Study.com

# data[].attributes.attachment_link.description
Learn the definition of the language experience approach to literacy and understand its important features. See examples of the language experience...

# data[].attributes.attachment_link.readable_text
There are so many different writing rubrics out there and it may be difficult to find the right one. Below you will find a guide with 3 types of effective writing rubrics. Choosing the right one depends on the writing genre and your needs for the assessment.

Student-Friendly Rubrics

There are two ways to think about student-friendly rubrics. The first way is to use a rubric that students can complete as a self-assessment. The second way is to use a rubric that is completed by the teacher but is easy for students to understand. These rubrics are often based on the standards but shown in a different way. Instead of writing the actual standard on the rubric, include a one or two-word category.

See the example below of a third grade informative writing rubric. The first rubric uses the words introduction, content, linking words, closing, and mechanics for the categories. The second rubric lists each standard that goes with those categories. As you can see, the first option covers the same information but uses fewer words and is much easier for students to use and understand.

When do you use student-friendly rubrics? These are great for students to assess themselves. The student and teacher can fill out the rubric separately and then meet for a conference to discuss any differences. This same strategy can also be done with two students, but instead of a conference, they will meet to edit and revise their work. Another option is for teachers to fill out the writing rubric and hand it back to students with feedback. The student-friendly rubrics are easy for kids to understand and are still aligned with the standards.

Teacher-Friendly Rubrics

Teacher-friendly rubrics list each standard and use more details in the descriptions. This helps teachers know what to look for when assessing a writing piece. It will be very clear from the rubric whether or not the student is meeting or exceeding the standard. These writing rubrics are also quick and easy for teachers to use but may be more difficult for students to understand.

The examples below are standards based teacher-friendly rubrics. On the left side, you will see each Common Core Standard. The descriptions on the right side match each standard accordingly. These rubrics are used for assessing narrative writing in 1st grade, 2nd grade, 3rd grade, 4th grade, and 5th grade.

When do you use teacher-friendly rubrics? These are ideal when a teacher needs to get an accurate assessment for recording grades or writing report cards. They can choose whether or not to hand these rubrics back to students or use them for their records. Teacher-friendly rubrics are also helpful to show parents, especially at conferences.

Time-Saving Rubrics

Time-saving rubrics are a combination of student-friendly and teacher-friendly rubrics. These are standards based and list each standard on the left side. The difference is that instead of a description there is a number in each box such as 1, 2, 3, or 4. These numbers tell whether or not the student is meeting the standard.

1= needs support

2 = approaching standard

3 = meets standard

4 = exceeds standard

The benefits of these rubrics are that they save time and energy by easily circling the number for each standard. It is quick for teachers to use but also easy for students to understand. Some teachers may also choose to include a section for the total score and comments depending on their needs. Check out some of the examples below for opinion writing.

When do you use time-saving rubrics? Well of course these are helpful when teachers want to save time. The best part is the rubrics are still standards based but also very easy for students and parents to understand. Use these anytime!

Writing Rubrics Conclusion

I hope you have found these 3 types of writing rubrics helpful and will utilize them with your class. Think about what your goal is with the assessment and choose the best rubric for both you and your students. You may find that a mix of all three is beneficial throughout the school year.

Writing Rubrics by Grade Level

Grab these standards based writing rubrics. Each grade level includes 9 rubrics in 3 different options. Choose from student-friendly, teacher-friendly, and time-saving rubrics. These are ideal for assessing narrative, opinion, and informative pieces. Click each grade level below to learn more. Also, check out this Monthly Writing Prompts blog post for more resources and ideas.

Middle School Writing Rubrics

# data[].attributes.attachment_link.title
3 Types of Writing Rubrics for Effective Assessments - Vibrant Teaching

# data[].attributes.attachment_link.description
Did you know there are 3 types of writing rubrics that can be helpful to complete effective assessments? Read on to see examples of each . . .

# data[].attributes.attachment_link.readable_text
The language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken.

Here are some benefits of the language experience approach:

It brings together writing, reading, art, and language.

It extends the learners' creativity in storytelling through writing.

It helps learners understand that what they think and say can be written.

It is learner-centered and demonstrates that the learners' thoughts and language are valued.

It provides reading material that is predictable and readable because it uses the learners' natural language.

Here are some things to do with language experience stories:

Read a story to the learners several times during the week for review and reinforcement.

Make a copy of the language experience story on a large poster for use in the class.

Make copies of the story for the following people or for locations where the stories will be available for reading.

Make a book of stories.

Work together to edit, print, and produce the book.

Use a collection of one person's stories or of the work of many.

Make sentence or word cards for learners to match to the story.

Create a fill-in-the-blanks exercise with the story text.

Building Literacy with Adult Emergent Readers: Andrea Echelberger of Saint Paul, Minnesota, works with a Whole-Part-Whole approach to teaching literacy, using a learner-generated story of a shared experience and demonstrating activities to develop beginning literacy skills. See this video and more here: www.newamericanhorizons.org/training-videos

The Language Experience Approach and Adult Learners by Marcia Taylor, June 1992 www.cal.org/caela/esl_resources/digests/LEA.html

# data[].attributes.attachment_link.description
The language experience approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken.

# data[].attributes.body
Reasons Why the LEA is the MOST AWESOME Strategy Ever:

1. You can use LEA at just about any time during your unit. You just need a shared activity for the students to experience and react to.

2. LEA is a perfect way for your students to make a connection between oral language and written language.

3. You can adapt LEA to fit ANY grade level.

4. LEA gives an authentic outlet for teaching sentence structure, formal language, paragraph structure, organization, grammar, conventions, voice, various writing genres, revision/editing, and so much more, all while using the students’ ideas around their shared experience.

5. The LEA can easily be extended into differentiated writing work.

6. Your final LEA result can then be used in Guided Reading, small groups, or individual work for practice with reading fluency and expression.

# data[].attributes.attachment_link.readable_text
I hope this blog finds you well! This is the fourth installment of my Literacy Improvement Series as related to the English side of a Two-Way Immersion Program. However, I hope you know that these strategies can be adapted for teaching and learning in any language - or in a monolingual English class as well! See my past blogs on Oracy Development, Vocabulary, and Phonics for more ideas.

I'm so excited to share one of my favorite strategies with you today: The Language Experience Approach (LEA). Let me see if I can convince you to put this strategy on your list of "must-dos" within each unit you develop for your students.

Reasons Why the LEA is the MOST AWESOME Strategy Ever:

1. You can use LEA at just about any time during your unit. You just need a shared activity for the students to experience and react to.

2. LEA is a perfect way for your students to make a connection between oral language and written language.

3. You can adapt LEA to fit ANY grade level.

4. LEA gives an authentic outlet for teaching sentence structure, formal language, paragraph structure, organization, grammar, conventions, voice, various writing genres, revision/editing, and so much more, all while using the students' ideas around their shared experience.

5. The LEA can easily be extended into differentiated writing work.

6. Your final LEA result can then be used in Guided Reading, small groups, or individual work for practice with reading fluency and expression.

Now that I've convinced you that this strategy is worth its weight in gold (right?), let me share an example of how I used it with my first grade English class recently.

The Language Experience Approach begins with a shared experience. This can be a concept attainment activity where students build oral academic language and background knowledge through a concrete activity (see Teaching for Biliteracy pages 52-56 for more), it can be a field trip, or it can be done toward the end of a unit of study when students have had many interactions with content and vocabulary.

In my classes, I use a combination of suggestions from Beeman and Urow from throughout Teaching for Biliteracy (pages 57-59 have a classroom example; pages 104-106 break it down for various grade levels) along with formatting and ideas from the Cooperative Strip Paragraph from my training in Guided Language Acquisition Design (GLAD).

My first graders recently used the LEA to write a narrative. As a culmination to our Communities unit in social studies, we used the LEA to coauthor a fiction tale based off of the Town Mouse and the Country Mouse. Our tale: The Suburban Mouse!

We wrote the introductory paragraph together. The students generated the ideas, I was the scribe.

After the intro paragraph was written, the students' task was to write one thing that they thought the suburban mouse would do with his cousins his suburban community. This made them think about what a suburban community would offer (tied to our social studies standards on community) and how that would relate to our story. Now I had an informal assessment for me to see whether they were differentiating between the communities.

Then we compiled the sentence strip ideas. While we read the ideas, they were quick to comment: "That doesn't make sense," or "It wouldn't sound right if we put that first; let's move that sentence." They worked together to decide the order of the sentences and weed out the repeated ideas.

We often need to break this up over several days. It requires a lot of brain power! But throughout the process I sprinkle them with language and writing minilessons. We work on adding topic and closing sentences as needed. In first grade we talk about quotation marks around dialogue and using transition words between ideas. We read it over and over and over again to listen for voice.

There are always arguments, and I love it. For some, the story did not end up the way they wanted it to.

Me: "We started this story together and it has all of our ideas. But now you can make it JUST YOURS. Continue with revision to make this story what you want it to be!"

Each student gets a copy of a well-spaced, typed version of the coauthored story and access to as many blank pages as they would like. They are allowed to cut apart the story however they would like, add or change the story, put it together, add a title, and illustrate. Some choose to keep the story just as we wrote it as a class, some choose to make significant changes. In the end, every student has a story that he/she authored, illustrated, and CAN READ independently.

We then read our stories to each other, the kindergartners, and anyone else who will listen! They are so proud of their stories, and they have no idea how much they learned in the process.

LEA has the power to transform writing in your classroom. Watch then how your students begin to apply the lessons they learned through LEA into their journal writing and independent writing assignments!

How would you use LEA with your grade level? I'd love to hear your ideas and thoughts on adapting it in various ways. In early July will post an example of how I used it with my kindergarten class toward the end of this school year, then I will wrap up my Literacy Improvement Series mid-July with The Myth of the Literacy Block. I figure it's a good topic for summer as you may be examining your units and decide how to fit it all in. Come back in July for some ideas on how to plan more efficiently.

Happy summer, everyone!
Reference
Beeman, K. & Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between Languages. Philadelphia, PA: Caslon Publishing.

# data[].attributes.attachment_link.title
Literacy Improvement Series: Language Experience Approach | Teaching For Biliteracy

# data[].attributes.attachment_link.description
I hope this blog finds you well! This is the fourth installment of my Literacy Improvement Series as related to the English side of a Two-Way Immersion Program. However, I hope you know that these strategies can be adapted for teaching and learning in any language - or in a monolingual English class as well!

# data[].attributes.attachment_link.description
Strega Nona - "Grandma Witch" - is the source for potions, cures, magic and comfort in her Calabrian town. Her magical ever-full pasta pot is especially intriguing to hungry Big Anthony. He is supposed to look after her house and tend her garden, but one day, when she goes over the mountain to visit Strega Amelia, Big Anthony recites the magic verse over the pasta pot, with disastrous results.

# data[].attributes.attachment_link.description
Cape Treasures is a collection of animations and group stories by children from four communities in Cape York. The partnership between Aboriginal Shire Councils, the Torres Strait Island Regional Council...

# data[].attributes.body
abc.net.au/kidslisten/ideas/educator-notes/educator-notes-yugambeh/11892602

# data[].attributes.attachment_link.readable_text
Episodes

Overview
Hunter takes Rudi and the kids on a journey along the coast to Queensland, to Yugambeh Country. There are beautiful beaches, lush rainforest and tall mountains hugging the land. Hunter shares some words with us in Yugambeh. You can learn them too!
Consider how Hunter's episodes of Little Yarns can extend children's knowledge of Aboriginal & Torres Strait Islander language and culture. How can provocations from Yugambeh language learning enrich your program for children and families?

Extension ideas
Where is Yugambeh Country? Check out the Gambay First Languages Map to find out more. The Yugambeh Museum website is a helpful resource for educators looking to extend their knowledge of Yugambeh Country and culture. The site links to a practical Yugambeh language learning platform for schools and early childhood settings.

Sense of belonging through story sharing
Hunter explains how hearing family stories when he was a jarjumm (child) helped him to develop a strong sense of belonging and a strong connection to his Yugambeh Country, even though he didn't grow up there.
Nurturing a sense of belonging is a priority when working with children and families - we get to know each other by sharing stories about ourselves and talking about what matters most to us. Invite children to talk about what matters to them. Create a 'Belonging Book'. Questions to help get the discussion started may include;

What makes you feel happy?

What is special about the place you live?

Describe how a favourite place makes you feel.

Link this experience to EYLF Outcomes 1.3, 2.1, 2.2.

Document children's ideas in a scrap book, including space for families and educators to add their thoughts too. Invite children to illustrate the book and display in an area families and children can view together. Visit Early Childhood Australia's Blog, The Spoke, to discover more about promoting a sense of belonging for children and families at your early learning setting.

There may be opportunities to dig a little deeper into the theme of family and kinship in this unit, provided it is culturally appropriate to do so by the Yugambeh community. Consult with local Yugambeh community to find out more.

Chain of Kindness
We hear about wadjung in Hunter's Little Yarns. Wadjung means mother in Yugambeh language, and to Hunter, wadjung is more than a parent - she's mother earth, mother nature and mother universe! Wadjung looks after us and we must look after wadjung in return - just like our own mothers, or mother figures. Hunter believes you don't have to be a mum to have a maternal side, we can all be sensitive and kind and help look after each other. Hunter asks listeners: How do you look after other people?

Encourage children to reflect on what they do to look after their friends and family, and what others do to look after them. Write children's thoughts on strips of coloured paper, then loop and connect each strip to make a kindness paper chain. Hang the chain in a special place in your room - perhaps around the door frame in your entry area.

# data[].attributes.attachment_link.title
Educator Notes: Yugambeh - ABC Kids listen

# data[].attributes.attachment_link.description
Episodes Overview Hunter takes Rudi and the kids on a journey along the coast to Queensland, to Yugambeh Country. There are beautiful beaches, lush rainforest and tall mountains hugging the land. Hunter shares some words with us in Yugambeh. You can learn them too!

# data[].attributes.headline
Great Literature and Literacy inspiration

# data[].attributes.subject
Great Literature and Literacy inspiration

# data[].attributes.body
Complete with teacher resources

# data[].attributes.attachment_link.description
Amy and Louis are best friends. They live next door to each other. When they want to play they call to each other across the room, across the yard or across the fence using a special word Amy's mother taught her - Coo-ee. The games they play are richly imaginative.

# data[].attributes.attachment_link.readable_text
Starfall has no advertising, does not collect personal information from children, does not sell any information, and uses cookies only for internal website management. By using this site, you agree to our use of cookies and updated Privacy Policy OK

# data[].attributes.attachment_link.description
Starfall has no advertising, does not collect personal information from children, does not sell any information, and uses cookies only for internal website management. By using this site, you agree to our use of cookies and updated Privacy Policy OK

# data[].attributes.headline
MY:24 - the day that changed their life forever

# data[].attributes.subject
MY:24 - the day that changed their life forever

# data[].attributes.body
A ground-breaking 13 x 24 minute  factual entertainment series for ABC3 MY:24 the day that changed their life forever Twenty-six young people from around Australia tell their story about the day that changed their lives forever and how the events of 24 hours can fundamentally change attitudes and aspirations.

# data[].attributes.attachment_link.readable_text
Free ESL Printable Grammar and Vocabulary Worksheets, English Exercises, EAL Handouts, ESOL Quizzes, EFL Activities, TEFL Questions, TESOL Materials, English Teaching and Learning Resources, Fun Crossword and Word Search Puzzles, Tests, Picture Dictionaries, Classroom Posters, Matching Exercises and Flashcards For Kids

ESL Printable Grammar Worksheets and Exercises for Kids

Grammar is the ways that words can be put together in order to make sentences. Obeying the rules of grammar helps improve your English accuracy. Here in our grammar section you can find, view, download and print English Grammar Worksheets, Fun ESL Exercises, Tests, Multiple Choice Questions, Reading Comprehension Questions, Dialogues, Gap Fill Exercises, Word Order Exercises, Conjugation Activities, Speaking Cards, Writing Exercises, Word Lists, Classroom Posters, Handouts, Quizzes, English Language Learning Resources for kids, teenagers, adults, parents and teachers.

ESL Printable Vocabulary Worksheets and Exercises for Kids

Englishwsheets.com provides free esl printable pdf worksheets for you. ESL Printable Vocabulary Worksheets, Picture Dictionaries, Matching Exercises, Word Search Puzzles, Crossword Puzzles, Missing Letters in Words and Unscramble the Words Exercises, Multiple Choice Tests, Flashcards, Vocabulary Learning Cards, ESL Fidget Spinner and Dominoes Games, English Language Learning Resources for kids, teenagers, adults, parents and teachers.

ESL Printable Fairy Tales Reading Comprehension Worksheets and Exercises

Reading fairy tales is important for a student's imagination and improves reading comprehension in a fun way. Here in our reading section you can find, view, download and print Fairy Tales Reading Comprehension Worksheets and Exercises, Fairy Tales Reading Texts, Reading Comprehension Questions, True False Questions, Sequencing the Story Exercises and Gap Fill Exercises English Language Learning Resources for kids, teenagers, adults, parents and teachers.

ESL Printable Flashcards and Game Cards for Kids

Using flashcards and game cards is of vital importance for teaching vocabulary at every stage of the class. Flashcards are an excellent way to present, practise and review vocabulary. When teachers use flashcards in classroom activities, the students are more likely to have more fun and they can memorize the new words more easily. We provide esl printable flashcards both with words and without words, Vocabulary Learning Cards and Dominoes Games.

# data[].attributes.attachment_link.description
ESL Worksheets, English Exercises, Printable Grammar, Vocabulary and Reading Comprehension Exercises, Flashcards, Vocabulary Learning Cards and Games For Kids

# data[].attributes.attachment_link.readable_text
Download and Print Teaching and Learning English as a Second Language ESL Printable Exercises, Worksheets, Handouts, Tests, Activities, Materials, Resources, Vocabulary, Picture Dictionary, Pictionary, Posters, Games and Puzzles for kids (children) , young learners, students and teachers!

ESL Printable Vocabulary Worksheets and Exercises for Kids

Vocabulary is the total number of words you know and it's important for using a language. Here in our vocabulary section you can find, view, download and print English vocabulary worksheets, picture dictionary, classroom posters, matching exercises, missing letters in words, word search puzzles, criss cross and crossword puzzles and much more.

# data[].attributes.attachment_link.description
Download and Print Teaching and Learning English as a Second Language ESL Printable Exercises, Worksheets, Handouts, Tests, Activities, Materials, Resources, Vocabulary, Picture Dictionary, Pictionary, Posters, Games and Puzzles for kids (children) , young learners, students and teachers! Vocabulary is the total number of words you know and it's important for using a language.

# data[].attributes.body
For Organising & Summarising concepts, themes, ideas.
The interactive can be used as a prewriting activity, as students map ideas for an autobiography; as a postreading activity, as students map the significance of events in a story; and as a reflection and assessment activity, as students map the high and low points of their inquiry process.

# data[].attributes.attachment_link.readable_text
The Graphic Map is designed to assist teachers and students in reading and writing activities. The organizer focuses on charting the high and low points related to a particular item or group of items, such as chapters in a book, amounts of money spent, events during a day, month, year, or life, or scenes in a play. The Graphic Map creates a graphic representation of these high and low points that displays related images and descriptions. The interactive can be used as a prewriting activity, as students map ideas for an autobiography; as a postreading activity, as students map the significance of events in a story; and as a reflection and assessment activity, as students map the high and low points of their inquiry process.

# data[].attributes.attachment_link.description
The Graphic Map is designed to assist teachers and students in reading and writing activities. The organizer focuses on charting the high and low points related to a particular item or group of items, such as chapters in a book, amounts of money spent, events during a day, month, year, or life, or scenes in a play.

# data[].attributes.attachment_link.readable_text
In August 2015 ALEA released Literacy in 21st Century Australia: ALEA Declaration, endorsed by the ALEA National Council on behalf of the ALEA membership.

The document was developed over a substantial period of time with input from a wide variety of ALEA members and with the aim of embedding the document into ALEA's ongoing work.

Download full colour, high resolution copies of the Declaration in A4 or A3 formats.

Download A4 Format Download A3 Format

# data[].attributes.attachment_link.description
In August 2015 ALEA released Literacy in 21st Century Australia: ALEA Declaration, endorsed by the ALEA National Council on behalf of the ALEA membership. The document was developed over a substantial period of time with input from a wide variety of ALEA members and with the aim of embedding the document into ALEA's ongoing work.

# data[].attributes.headline
LITTLE PEOPLE'S LITERACY LEARNING- Complete modules for English Language Learning 

# data[].attributes.subject
LITTLE PEOPLE'S LITERACY LEARNING- Complete modules for English Language Learning 

# data[].attributes.body
LITTLE PEOPLE'S LITERACY LEARNING

ALEA has developed a series of modules to support parents and carers with activities that can be shared with children. The activities have been designed with an emphasis on learning through collaborative play and shared discovery.

# data[].attributes.attachment_link.readable_text
ALEA has developed a series of modules to support parents and carers with activities that can be shared with children. The activities have been designed with an emphasis on learning through collaborative play and shared discovery.

Click on each module below to access and download the module content.

Anita Ayre

Anita lives in Brisbane. She holds a Diploma in Early Childhood Education and a Bachelor of Education degree and has 30 years of experience in teaching children in primary schools from three/four years of age, through the early childhood years, to the middle years of primary education. She has been a facilitator of change in teaching practice in a state-wide literacy and numeracy project, working in city and country schools to improve experiences for children in classrooms. For many years, she was a co-operating teacher, guiding student-teachers undertaking professional experience in schools during their university undergraduate and postgraduate years. As well, she has been a member of literacy educators' and early childhood associations and has been a marker of government assessments in literacy for children in primary and high schools for many years. Anita has worked as an after-school tutor for a government project to improve the skills of children who experience difficulties learning.

Professor Trevor Cairney OAM

Trevor Cairney taught in primary schools for 10 years and served as a literacy curriculum consultant for the Department of Education in the Hunter Region before completing his PhD in text comprehension. He has written widely on pedagogy, early literacy and learning, comprehension and family literacy. His publications include ten books and over 250 articles and book chapters. He has been a professor of Education for 25 years, conducting research in the areas of comprehension, early literacy, family literacy and children's literature. He writes the popular blog 'Literacy, Families & Learning' for teachers, parents and students. He is a past President of the Australian Literacy Association and is on the editorial boards of international journals 'Reading Research Quarterly' and the 'Journal of Literacy Research'. He is a Life Professorial Fellow at UNSW and an Honorary Professor at The University of Sydney.

On a personal note from Anita

This publication started its life as a book created at the time of the imminent birth of my first grandchild, Max, to guide his parents in engaging him in talk and text. Part of the reason for doing this was that Max's parents were living in Sydney and I was living and working as a teacher in Perth. I could only manage to go to Sydney twice a year, so these modules were created to give them ideas to engage Max as a talker and user of text. They were very busy parents, as Max's mother began a business while she was pregnant with him and his father was working full-time. I wrote the first drafts of these modules specifically for my family at that time.

After I gave them the modules, they urged me to publish it, saying that it was needed by parents and carers like themselves. I really think they thought I was silly, telling them to read to Max as soon as he was born, but they did so, twice a day, until he could read himself. Max is now a teenager and has been an avid reader, and participating in online activities and using apps more and more.

My two nieces with babies and toddlers have been using some of the activities in the modules. They have said that they need this advice and believe that other parents and carers might also. One niece said she would never have thought of using pegs for learning activities - so there: one little tip has been beneficial.

Little People's Literacy Learning Flyer

Please contact the office to order complimentary postcards of this image for promotional purposes. There is no cost to Australian organisations, but international orders will incur a postage cost. The pdf version, however, is free to everyone.

Click the image below to download a PDF version.

# data[].attributes.attachment_link.description
ALEA has developed a series of modules to support parents and carers with activities that can be shared with children. The activities have been designed with an emphasis on learning through collaborative play and shared discovery. Click on each module below to access and download the module content. Anita lives in Brisbane.

# data[].attributes.attachment_link.authors[].name
The Faculty of Arts and Social Sciences, The University of Sydney

# data[].attributes.attachment_link.title
The Role of Phonics in Learning to be Literate: Sydney Symposium 10 February 2018

# data[].attributes.body
Online timeline maker

Create beautiful interactive timelines that you can share on the web. Perfect for company history timelines and school projects.

# data[].attributes.attachment_link.title
Tiki-Toki Timeline Maker: Beautiful web-based timeline software

# data[].attributes.attachment_link.description
Create beautiful interactive timelines that you can share on the web. The perfect timeline maker for company history timelines and school projects.

# data[].attributes.body
Take a Step Game

This game is designed to show students the unequal playing field that is extreme poverty, wherein some will get benefits and others left behind based purely on the circumstances of their birth.

Simulation Card Game

Barnga is an intercultural communication game using playing cards to help students understand cultural differences and how we can reconcile our differences and adapt to different situations.

# data[].attributes.attachment_link.readable_text
Global Educator (ISSN 2653-0821) is an open access international practice and academic journal.

Global Educatoraims to help us re-imagine a just world and seeks to inspire new thinking about better care for people and planet. Currently we are in a world of uncertainty that underlines a lack of equity in access to human essentials. A positive revelation of this time is that systems can change when we collectively identify the need. The journal intends to be a space where all are invited to both contribute and consume new thinking as well as old wisdom; a space to cooperatively explore practical and creative action and reflection on global issues. Hence, Global Educator endorses Paulo Freire's problem-posing model of education where the teacher and learner discuss and analyse their experiences, feelings and knowledge of the world together.

Global Educator is a platform for educators, practitioners, scholars, and researchers to share contemporary thoughts in the various fields of international development such as health, social policies, economics, indigenous knowledge, language policy, legal issues, teaching and learning, food and nutrition and woman's education, to name a few. We aim to become a leading journal in development education with a focus on the road less traveled.

Global Educator publishes original papers, book reviews, feature articles, review papers, case studies, empirical research, technical notes, and practitioner reflections and creative suggestions. Each edition takes a key theme around vision, mission and values; a piece contemplating a current global issue; a story highlighting the challenges and outcomes of local community development.

Editorial Team

Chief Editor - Arthur Firkins' bio

Content Editor - John Powell's bio

Content Editor - Tim Scrase's bio

Technical Editor - Cassandra Falson, design and functionality, Palms Australia.

CALL for Contributions

Global Educator is now inviting papers for our forthcoming Vol. 3. Issue 2, 2022 edition focusing on the theme of "Education without Schools", which is scheduled to be published December 2022. Last date of Submission will be 30 November 2022.
There are many ways in which education and schooling is conducted. While we all know about formal or classroom schooling, non-formal education is also crucial especially for those children who, for various reasons, cannot attend schools regularly. Pavement "schools", classes conducted at parent's workplaces, outdoor village schools etc. are just a few of the many innovative and alternative ways for children to learn. Schooling and training for older youth and adults, who have previously been denied a formal education, also provides significant social outcomes in terms of improved income generating capacity, access to various employment pathways once previously closed off, and improved empowerment, self-esteem and status within their communities. We welcome submissions that provide examples of such alternative "non" schools and various other training and education programs, and encourage contributions that present and analyze the usefulness and effectiveness of non-formal education.
The Editors invite submissions of Feature Articles around 2000- 6000 words, Reflections from the Field (1000 words), Squaring the Circle focusing on a topical issue (500- 1000 words), Reviews (500-1000 words) and Controversy Corner, (just as it sounds 500- 1000 words). Contributors should refer to the referencing guide and article template.

For more information email the chief editor or contact the editorial team.

Arthur Stuart Firkins Ph.D.
Chief Editor
Global Educator: Palms Australia
https://orcid.org/0000-0002-6748-3970

Journal Issues

# data[].attributes.attachment_link.description
Global Educator (ISSN 2653-0821) is an open access international practice and academic journal. Global Educator aims to help us re-imagine a just world and seeks to inspire new thinking about better care for people and planet. Currently we are in a world of uncertainty that underlines a lack of equity in access to human essentials.

# data[].attributes.headline
 Mind Mapping for creating a narrative: character development

# data[].attributes.subject
 Mind Mapping for creating a narrative: character development

# data[].attributes.body
These high-quality open source resources support ORAL LANGUAGE & READING DEVELOPMENT

# data[].attributes.attachment_link.readable_text
was created to help teachers manage the demands of vocabulary and academic language in their text materials. We especially hope that this tool is helpful in supporting English Language Learners. We want to be a useful tool, but we also want it to be fun and visually pleasing. We would be happy if you think of it playfully - as a toy in a linguistic playground that is available to instantly capture and display the vocabulary structure of texts, and to help create an opportunity to talk and explore the richness and wonders of language!

helps anyone easily sift through texts -- just cut and paste any text into and you can engage in a verbal quick-capture! The program helps to quickly identify important words that appear in the text. This function is widely available in various Tag Cloud programs on the web, but we have added the ability to mark and sort different lists of words important to educators. We have also integrated it with a few other functions, such as visualization of word thesaurus relationships (incorporating the amazing Visual Thesaurus® that we highly recommend in its own right) and a limited image-search feature. With just a click on any word in the Tag Cloud, the program displays instances of sentences in which that word is used in the text.

Creative teachers will find an endless variety of uses for , but here are some ways:

Lesson preparation

A teacher can use to review assigned text to identify challenging words or concepts prior to a lesson, and identify images and videos to use in class. The videos (hidden but displayed by hitting ">Video") can be especially useful in the preview function since many schools do not allow access to YouTube, but a teacher can download useful videos (such as a science lab demonstration) onto his or her laptop computer from home. Note: due to changes to Google's terms of service, we are currently unable to offer a video-search feature or even a full image-search feature. We hope to be able to reinstate these features in the future, and apologize for the inconvenience for now.

Previewing text

In whole class or individually, students can preview text. Reading comprehension research suggests that previewing text is a useful strategy for improving comprehension. Using to identify the key vocabulary, and playing with the images and using the example source sentence feature to "skim" the text can help students who might otherwise struggle with the complexity of the text.

Group activities

Teachers have found simple activities using small portions of useful. For example, one teacher has developed a simple routine in which she gives students the Tag Cloud, and has them working in small groups to write or draw a page using the words in the cloud. Another possibility would be to take the Visual Thesaurus® display of a word web and have students identify and discuss related words.

Literacy support

Individual students can use as they read text, or as they write a response or summary. Adult users of have reported using for their own purposes to skim text (as one teacher said, "I don't skim, I sift") and also to review their own writing drafts. The creator of , Kenji Hakuta, uses it to preview and scout around documents that promise to be boring, such as long education policy documents, clicking on key words.

Assessment

Whole-class vocabulary assessment can be done on-the-fly by showing the images from selected words, having students identify unfamiliar words, and having them talk about which picture is the best representation of a given word. Teachers can also tailor their own assessments by copying and pasting the images, words, and sentences identified by into a separate file (such as in Word or Powerpoint) and printing it out for student work.

So, think of a word much like a soccer ball or hackeysack. Think of a classroom as a kind of playground in which words can be kicked around for fun and for learning -- not drill and kill, and not list and define. enables teachers to create an environment where language is "talked about" as richly as possible. Much of language cannot be taught directly, but can b learned through active talk, so why not have a way of talking about language? Try pasting some text into , display it to your class, and talk about what you see. Be spontaneous and generative -- that is the stuff that forms the basis of strong language acquisition.

We will keep working on to make it useful and fun, so please send us your feedback. Mostly, have fun, and talk a lot! Send an e-mail to [email protected] and [email protected] and we will try to incorporate your feedback into our next version.

Kenji Hakuta

The first version of was developed under a grant from the Council of Great City Schools to Kenji Hakuta. Functionality design assistance was offered by Diego Roman and Karen Thompson, at the time both doctoral students at Stanford, and both former teachers. was devised with the help and inspiration of middle school science teachers at the San Francisco Unified School District through a collaboration supported by the Strategic Education Research Partnership (SERP). .org is created, developed, and maintained by Simon Wiles, a doctoral student at Stanford.

# data[].attributes.attachment_link.description
was created to help teachers manage the demands of vocabulary and academic language in their text materials. We especially hope that this tool is helpful in supporting English Language Learners. We want to be a useful tool, but we also want it to be fun and visually pleasing.

# data[].attributes.attachment_link.readable_text
Development of Word Generation was led by Catherine Snow (Harvard University) and Suzanne Donovan (SERP). Major SERP contributors to program development include: Claire White, Alyse Krantz, Halley Wheeless, Matt Ellinger, David Dudley, and Patrick Hurley. Boston Public Schools and other districts in Massachusetts and Maryland collaborated with SERP to develop of Word Generation.

Support for Word Generation was provided by the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Noyce Foundation, the Spencer Foundation, the Leon Lowenstein Foundation and the Institute of Education Sciences, U.S. Department of Education through grant numbers R305A090555 and R305F100026. The information provided does not represent views of the funders.

# data[].attributes.attachment_link.description
Development of Word Generation was led by Catherine Snow (Harvard University) and Suzanne Donovan (SERP). Major SERP contributors to program development include: Claire White, Alyse Krantz, Halley Wheeless, Matt Ellinger, David Dudley, and Patrick Hurley. Boston Public Schools and other districts in Massachusetts and Maryland collaborated with SERP to develop of Word Generation.

# data[].attributes.attachment_link.description
The New General Service List (NGSL) is an updated and expanded version of the GSL by Michael West, the most important list of vocabulary words for learners of English as a second language.

# data[].attributes.body
Lextutor Vocabulary Profilers provided free by Tom Cobb includes several web-based vocabulary profilers, in which you can paste any text and the words are then 'coloured' according to frequency band profiles. Here are two:

Classic Vocabulary Profiler, which produces output in coloured form—blue for K1 (the first 1,000 words of the GSL), green for K2 (the second 1,000 words of the GSL), yellow for Academic word list, and red for words that are not in any of the lists

BNL profiler is a revised word list for students learning English which overcomes the problems of treating the GSL and AWL as separate and distinct constructs.

Other web-based vocabulary profilers include:

OGTE (Online Graded Text Editor) provided free by Charles Browne and Rob Waring. The tool allows teachers and authors to analyze and edit texts to a specific level using the GSL, NGSL, AWL and other important vocabulary lists.

OKAPI will return formatted CBA probes or a readability analysis, with bands for Grades 1-3 (US) and Grades 4+

WORDLE provides a graphic representation of words by frequency in any text, but is not as yet linked to any specific vocabulary profiling bands.

# data[].attributes.attachment_link.readable_text
The General Service List ( GSL) is a list of roughly 2,000 words published by Michael West in 1953. The words were selected to represent the most frequent words of English and were taken from a corpus of written English. The target audience was English language learners and ESL teachers. To maximize the utility of the list, some frequent words that overlapped broadly in meaning with words already on the list were omitted. In the original publication the relative frequencies of various senses of the words were also included.

The list is important because a person who knows all the words on the list and their related families would understand approximately 90-95 percent of colloquial speech and 80-85 percent of common written texts. The list consists only of headwords, which means that the word "be" is high on the list, but assumes that the person is fluent in all forms of the word, e.g. am, is, are, was, were, being, and been.

Researchers have expressed doubts about the adequacy of the GSL because of its age and the relatively low coverage provided by the words not in the first 1,000 words of the list. Engels was, in particular, critical of the limited vocabulary chosen by West (1953), and while he concurred that the first 1,000 words of the GSL were good selections based on their high frequency and wide range, he was of the opinion that the words beyond the first 1,000 of the GSL could not be considered general service words because the range and frequency of these words were too low to be included in the list. Recent research by Billuroğlu and Neufeld (2005) confirmed that the General Service List was in need of minor revision, but the headwords in the list still provide approximately 80% text coverage in written English. The research showed that the GSL contains a small number of archaic terms, such as shilling, while excluding words that have gained currency since the first half of the twentieth century, such as plastic, television, battery, okay, victim, and drug.

The GSL evolved over several decades before West's publication in 1953. The GSL is not a list based solely on frequency, but includes groups of words on a semantic basis. Various versions float around the Internet, and attempts have been made to improve it.

There are two major updates of the GSL:

1. the New General Service List (new-GSL) by Brezina & Gablasova, originally published in Applied Linguistics in 2013. This wordlist is based on the analysis of four language corpora of a total size of over 12 billion words.

2. the New General Service List (NGSL), published in March 2013 by Browne, Culligan and Phillips. The NGSL was based on a 273 million-word subsection of the 2 billion-word Cambridge English Corpus. Preliminary results show that the new list provides a substantially higher degree of coverage with fewer words.

Some ESL dictionaries use the General Service List as their controlled defining vocabulary. In the Longman Dictionary of Contemporary English, each definition is written using the 2000-word Longman Defining Vocabulary based on the GSL.

Bauer, L. and Nation, I.S.P. (1993). Word families, International Journal of Lexicography 6, 3 (1993) 1-27.

Billuroğlu, A. & Neufeld, S. (2005). The Bare Necessities in Lexis: a new perspective on vocabulary profiling. Retrieved September 2007 from http://lextutor.ca/vp/BNL_Rationale.doc

Brezina, V. & Gablasova, D. (2013). Is There a Core General Vocabulary? Introducing the New General Service List. Applied Linguistics, retrieved 4 April 2014 from http://applij.oxfordjournals.org/content/early/2013/08/25/applin.amt018.abstract

Dickins, J. (n.d.). Extended Version of Rank Frequency List: Spoken English, retrieved 3 December 2007 from http://www.languages.salford.ac.uk/staff/dickins.php.

Engels, L.K. (1968). The fallacy of word counts. IRAL 6: 213-231. Retrieved August 2019 from https://www.degruyter.com/view/j/iral.1968.6.issue-1-4/iral.1968.6.1-4.213/iral.1968.6.1-4.213.xml

Hancioglu, N., Neufeld, S., & Eldridge, J. (2008). Through the looking glass and into the land of lexico-grammar. English for Specific Purposes 27/4, 459-479 doi:10.1016/j.esp.2008.08.001

Nation, P., & Waring, R. (2004). Vocabulary size, text coverage and word lists. Retrieved September 2007 from https://web.archive.org/web/20080111133710/http://www.wordhacker.com/

Bauman's revised GSL A 1995 revised version of the GSL with minor changes, along with a more detailed discussion about the problems in the GSL.

A short history of Bauman's revised GSL A short history of the GSL with links to translations into 11 languages.

PC-based vocabulary profiling software that includes the GSL:

Lextutor Vocabulary Profilers provided free by Tom Cobb includes several web-based vocabulary profilers, in which you can paste any text and the words are then 'coloured' according to frequency band profiles. Here are two:

Classic Vocabulary Profiler, which produces output in coloured form-blue for K1 (the first 1,000 words of the GSL), green for K2 (the second 1,000 words of the GSL), yellow for Academic word list, and red for words that are not in any of the lists

BNL profiler is a revised word list for students learning English which overcomes the problems of treating the GSL and AWL as separate and distinct constructs.

Other web-based vocabulary profilers include:

OGTE (Online Graded Text Editor) provided free by Charles Browne and Rob Waring. The tool allows teachers and authors to analyze and edit texts to a specific level using the GSL, NGSL, AWL and other important vocabulary lists.

OUP3000 text checker.

OKAPI will return formatted CBA probes or a readability analysis, with bands for Grades 1-3 (US) and Grades 4+

WORDLE provides a graphic representation of words by frequency in any text, but is not as yet linked to any specific vocabulary profiling bands.

# data[].attributes.attachment_link.description
The General Service List ( GSL) is a list of roughly 2,000 words published by Michael West in 1953. The words were selected to represent the most frequent words of English and were taken from a corpus of written English. The target audience was English language learners and ESL teachers.

# data[].attributes.attachment_link.readable_text
Reading Opens Doors to future opportunities and choices

The Indigenous Literacy Foundation (ILF) is a national charity working with Aboriginal and Torres Strait Islander remote Communities across Australia. We are Community-led, responding to requests from remote Communities for culturally relevant books, including early learning board books, resources, and programs to support Communities to create and publish their stories in languages of their choice.

# data[].attributes.attachment_link.title
I just helped build literacy in remote Indigenous Australia. You can too!

# data[].attributes.attachment_link.description
Indigenous Literacy Foundation | Can You Imagine a World Without Reading | DONATE TODAY

# data[].attributes.attachment_link.readable_text
Input your search keywords and press Enter.

USA GIVEAWAY - TERMS & CONDITIONS

1. For the purposes of these Terms and Conditions, "World Literacy Foundation" and its programs USA Reads, and UK Reads whose Instagram handle is @worldliteracy_foundation. The Prize 10 amazing books, kindly donated by Hachette UK.

2. By entering the competition you agree to be bound by these terms and conditions. All entries must be received by midday BST on September 29, 2022. One (1) winer. Who will be selected at random by World Literacy Foundation on October 10, 2022 and the winner will be notified on or after this date.

3. World Literacy Foundation competitions with entry via Instagram are open on September 8 midday BST and close on September 29, 2022 midday BST. Two (2) winners will be chosen at random from all entrants and across all platforms.

4. No purchase necessary. Winners will not be required to pay to enter the competition.

5. Entrants must be over 18 years old on the date of their entry.

6. Employees of The World Literacy Foundation are not eligible to enter.

7. Instagram or Facebook are not in any way affiliated or involved in the competition.

8. Only one entry per person per competition will be accepted.

9. Each entrant shall enter the competition via Instagram by tagging another Instagram user in the comments of the specified post by @worldliteracy_foundation and @uk_reads. and following this Instagram profile.

10. The Prize will be awarded to a randomly selected winner who has entered on Instagram, using a random number generator. World Literacy Foundation will not be held liable if the named prize becomes unavailable or cannot be fulfilled.

11. World Literacy Foundation will not be help liable for any failure of receipt of entries. World Literacy Foundation takes no responsibility for any entries which are lost, delayed, illegible, corrupted, damaged, incomplete or otherwise invalid.

12. To the extent permitted by applicable law, World Literacy Foundation's liability under or in connection with the competition or these terms and conditions shall be limited to the cost price of the Prize in question.

13. To the extent permitted by applicable law, World Literacy Foundation shall not be liable under or in connection with these terms and conditions, the competition or any Prize for any indirect, special or consequential cost, expense, loss or damage suffered by a participant even if such cost, expense, loss or damage was reasonably foreseeable or might reasonably have been contemplated by the participant and World Literacy Foundation and whether arising from breach of contract, tort, negligence, breach of statutory duty or otherwise.

14. Prizes are non-negotiable, non-transferable and non-refundable. No cash alternative is available. Where a Prize becomes unavailable for any reason, the World Literacy Foundation reserves the right to substitute that prize for a prize of equal or higher value.

15. The name, address, email address and phone number of the winner must be provided to World Literacy Foundation if requested and will be shared to enable fulfilment of the Prize.

16. In the event of unforeseen circumstances beyond World Literacy Foundation's reasonable control, World Literacy Foundation reserves the right to cancel, terminate, modify or suspend the competition or these terms and conditions, either in whole or in part, with or without notice.

17. World Literacy Foundation's decision is final. No correspondence will be entered into.

18. The winner's name and social media username may be posted on the social media profiles of World Literacy Foundation after the winner has been selected.

×

UK GIVEAWAY - TERMS & CONDITIONS

1. For the purposes of these Terms and Conditions, "World Literacy Foundation" and its programs USA Reads, and UK Reads whose Instagram handle is @worldliteracy_foundation. The Prize 10 amazing books, kindly donated by Hachette UK.

2. By entering the competition you agree to be bound by these terms and conditions. All entries must be received by midday BST on September 29, 2022. One (1) winer. Who will be selected at random by World Literacy Foundation on October 10, 2022 and the winner will be notified on or after this date.

3. World Literacy Foundation competitions with entry via Instagram are open on September 8 midday BST and close on September 29, 2022 midday BST. Two (2) winners will be chosen at random from all entrants and across all platforms.

4. No purchase necessary. Winners will not be required to pay to enter the competition.

5. Entrants must be over 18 years old on the date of their entry.

6. Employees of The World Literacy Foundation are not eligible to enter.

7. Instagram or Facebook are not in any way affiliated or involved in the competition.

8. Only one entry per person per competition will be accepted.

9. Each entrant shall enter the competition via Instagram by tagging another Instagram user in the comments of the specified post by @worldliteracy_foundation and @uk_reads. and following this Instagram profile.

10. The Prize will be awarded to a randomly selected winner who has entered on Instagram, using a random number generator. World Literacy Foundation will not be held liable if the named prize becomes unavailable or cannot be fulfilled.

11. World Literacy Foundation will not be help liable for any failure of receipt of entries. World Literacy Foundation takes no responsibility for any entries which are lost, delayed, illegible, corrupted, damaged, incomplete or otherwise invalid.

12. To the extent permitted by applicable law, World Literacy Foundation's liability under or in connection with the competition or these terms and conditions shall be limited to the cost price of the Prize in question.

13. To the extent permitted by applicable law, World Literacy Foundation shall not be liable under or in connection with these terms and conditions, the competition or any Prize for any indirect, special or consequential cost, expense, loss or damage suffered by a participant even if such cost, expense, loss or damage was reasonably foreseeable or might reasonably have been contemplated by the participant and World Literacy Foundation and whether arising from breach of contract, tort, negligence, breach of statutory duty or otherwise.

14. Prizes are non-negotiable, non-transferable and non-refundable. No cash alternative is available. Where a Prize becomes unavailable for any reason, the World Literacy Foundation reserves the right to substitute that prize for a prize of equal or higher value.

15. The name, address, email address and phone number of the winner must be provided to World Literacy Foundation if requested and will be shared to enable fulfilment of the Prize.

16. In the event of unforeseen circumstances beyond World Literacy Foundation's reasonable control, World Literacy Foundation reserves the right to cancel, terminate, modify or suspend the competition or these terms and conditions, either in whole or in part, with or without notice.

17. World Literacy Foundation's decision is final. No correspondence will be entered into.

18. The winner's name and social media username may be posted on the social media profiles of World Literacy Foundation after the winner has been selected.

×

×

World Literacy Awards Registration

×

# data[].attributes.attachment_link.title
World Literacy Foundation - Changing Lives Through Literacy

# data[].attributes.attachment_link.description
Input your search keywords and press Enter. USA GIVEAWAY - TERMS & CONDITIONS 1. For the purposes of these Terms and Conditions, "World Literacy Foundation" and its programs USA Reads, and UK Reads whose Instagram handle is @worldliteracy_foundation. The Prize 10 amazing books, kindly donated by Hachette UK. 2.

# data[].attributes.attachment_link.description
In Australia, we are working with a sole focus on improving literacy skills and school preparedness for children aged 0-5 years from a disadvantaged background.

# data[].attributes.attachment_link.title
UNESCO : Building Peace through Education, Science and Culture, communication and information

# data[].attributes.attachment_link.description
Learn more about UNESCO’s role, vision and results. UNESCO is the United Nations Educational, Scientific and Cultural Organization. Our aim is to promote peace and security through international cooperation

# data[].attributes.body
Past tests and supporting docs

# data[].attributes.attachment_link.readable_text
The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments happen every year.

Students in Years 3, 5, 7 and 9 are tested on the fundamental literacy and numeracy skills that every child needs to become successful learners in school and beyond. NAPLAN is a national, consistent measure to determine whether or not students are meeting important educational outcomes.

The best preparation for NAPLAN is teaching and learning the curriculum. Children can be reassured that NAPLAN tests are just one part of their school program and they should simply do the best they can on the day.

You can also view past NAPLAN test papers and answers:

A student's raw score on a test (the number of questions answered correctly) is placed on a common scale so the results of different students can be compared. Score equivalence tables are used to convert these raw scores to NAPLAN scale scores.

We do not provide access to NAPLAN tests after 2016 as these are used for other projects related to the continued improvement of the National Assessment Program. ACARA notes the decision of the Acting Information Commissioner, Timothy Pilgrim, in the Marty Ross decision in support of its position. See below for copyright information.

NAPLAN has moved to an online assessment.

Visit the NAP website for more information, resources, FAQs and parent information. You can also find information on our research and development for NAPLAN online assessment.

The website has information on all schools in Australia, including school-level NAPLAN data that is updated each year. My School provides information that supports national transparency and accountability of Australia's school education system through publication of nationally consistent school-level data. It complements other reporting measures aimed at ensuring schools and school systems are accountable to parents/carers and to the broader community.

Principles of national online assessment

In July 2013, all Australian education ministers agreed to guiding principles for national online assessment. The principles provide strategic direction to ACARA for online delivery of NAPLAN.

The principles require online assessment to:

This followed education ministers' previous commitment to trial an online platform for National Assessment Program - Civics and Citizenship (NAP-CC) in 2013.

For more information on why NAPLAN has moved online, visit the NAP website.

See the NAPLAN online data extract dictionary page of this website.

Online assessment research

Since 2012, ACARA has conducted a broad research and development program to inform the transition from paper-based to computer-based assessments. The purpose of these studies has been to build a new assessment model and provide evidence-based information to education ministers and the broader education community about delivering NAPLAN in an online environment.

Freedom of information

All NAPLAN tests published on ACARA websites have previously been released under the Freedom of Information Act 1982 (Cth) (FOI Act). The FOI Act provides access to documents but it does not provide any copyright rights in relation to the documents that have been released (see section 91 of the FOI Act). For example, the FOI Act does not give you the right to publish or communicate (such as uploading to an electronic platform) these tests.

Copyright information

In relation to all NAPLAN tests and NAPLAN answers published on the ACARA website, ACARA owns:

all the NAPLAN test questions

some of the images (photographs and illustrations) in the NAPLAN tests

some of the text in the reading magazines

all the NAPLAN answers.

Some images (photographs and illustrations) and some text included in the NAPLAN tests are owned by third parties, are in copyright and are licensed to ACARA.

Please also note:

You may download, print and copy all the test materials that ACARA owns only for your personal use. For the avoidance of doubt, this means, for example, that you do not have permission to email these test materials to friends or upload them to a website or other electronic platform.

You download, print and copy these materials at your own risk in relation to all third-party copyright materials included in the NAPLAN tests, unless a defence or other exception to copyright infringement applies. A relevant exception to copyright infringement is the fair dealing exception for the purposes of research or study. For more information, see Australian Copyright Council: Research or Study.

This means, for example, that you are not permitted to:

publish the NAPLAN test materials

use these test materials in coaching clinics

upload these test materials to a website or other electronic platform, such as an app, regardless of whether or not the site is publicly accessible or password protected, for any commercial or non-commercial use.

Information for media

Under s.42 of the Copyright Act 1968 (Cth), there is an exception to copyright infringement for fair dealing for the purpose of reporting the news. For more information, see section 42 of the Copyright Act 1968 (Cth) (PDF 521 KB).

This exception would enable the media to create and publish excerpts of these tests for reporting the news, providing that this use falls within the fair dealing exception. What is fair dealing is determined on a case-by-case basis. However, the dealing must ultimately be 'fair' and this will depend in part on how much of the tests are published. As this involves a legal assessment, ACARA assumes that the media will obtain their own legal advice prior to publishing any part of these tests.

# data[].attributes.attachment_link.description
The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments happen every year. Students in Years 3, 5, 7 and 9 are tested on the fundamental literacy and numeracy skills that every child needs to become successful learners in school and beyond.

# data[].attributes.attachment_link.title
Using the Four Resource Model to Map Out Plans for a Literacy Lessons

# data[].attributes.attachment_link.description
The purpose of this article is to map out plans for a literacy lesson using the framework articulated by Freebody and Luke in the four resources model. The reason why I have chosen to write about the practicalities of the four resources model lies in the fact that literacy is an important contempora…

# data[].attributes.attachment_link.readable_text
The following unit allows students to explore traditional and fractured fairy tales in order to see stories from a different point of view. Students will use activity to explore fractured stories and to create their own mixed up fairy tales. Students will compare and contrast different stories while writing their own narratives. The focus text structure of the unit is Narratives and students will learn how to sequence their writing. Students will identify elements of fairy-tale stories, create exciting characters, sequence events, create and solve problems.

Year 1 English:

ACELA1447 Text structure and organisation: Understand that the purposes texts serve shape their structure in predictable ways.

ACELT1581 Literature and context: Discuss how authors create characters using language and images.

ACELY1661 Creating texts: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multi-modal elements, for example illustrations and diagrams.

Construct simple literary and non-literary texts by planning and by using prior knowledge and experience to match an audience and purpose.

Interpret how people, characters, places, events and things have been represented.

Year 2 English:

ACELA1463 Text structure and organisation: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

ACELT1589 Responding to literature: Compare opinions about characters, events and settings in and between texts.

ACELY1671 Creating texts: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multi-modal elements appropriate to the audience and purpose.

Interpret how people, characters, places, events and things have been represented.

Construct simple literary and non-literary texts by planning and by using prior knowledge and experience to match an audience and purpose.

If you like this unit of lesson plans, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below.

# data[].attributes.attachment_link.title
Fractured Fairy-tale Narratives - 8 Weeks of Lessons for Yrs 1/2 - Australian Curriculum Lessons

# data[].attributes.attachment_link.description
Summary of Unit of Work: The following unit allows students to explore traditional and fractured fairy tales in order to see stories from a different point of view. Students will use activity to explore fractured stories and to create their own mixed up fairy tales.

# data[].attributes.body
Boost and challenge articles are texts that are topically relevant to the overall Article-A-Day set but at varying text complexity. Research has shown that readers can become frustrated and discouraged when reading below grade-level texts because they feel "babyish." Instead, boost articles are grade-appropriate in topic while written at a lower level, allowing students to fully participate in background-knowledge building with their peers. Challenge articles provide higher complexity for students who are reading above grade level and/or are motivated by their interest in the topic. Teachers can assign boost and/or challenge articles as part of an Article-A-Day topical set to the whole class, groups of students, or individual students.

Find Article-A-Day sets with boost and challenge articles

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America's reading comprehension crisis.

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America's reading comprehension crisis.

# data[].attributes.attachment_link.description
Find definitions for over 300,000 words from the most authoritative English dictionary. Continuously updated with new words and meanings.

# data[].attributes.attachment_link.readable_text
With my kid in high school, I don't really get to read her writing anymore. It's so fascinating, as a mother, to read her thoughts and watch her interact with her peers. I'm really enjoying getting to know my kid on a different, deeper level." Melissa Bolin

​Parent from Arlington TX, USA

# data[].attributes.attachment_link.title
A Global Project Based Learning Community

# data[].attributes.attachment_link.description
With my kid in high school, I don't really get to read her writing anymore. It's so fascinating, as a mother, to read her thoughts and watch her interact with her peers. I'm really enjoying getting to know my kid on a different, deeper level."

# data[].attributes.attachment_link.readable_text
With my kid in high school, I don't really get to read her writing anymore. It's so fascinating, as a mother, to read her thoughts and watch her interact with her peers. I'm really enjoying getting to know my kid on a different, deeper level." Melissa Bolin

​Parent from Arlington TX, USA

# data[].attributes.attachment_link.title
A Global Project Based Learning Community

# data[].attributes.attachment_link.description
With my kid in high school, I don't really get to read her writing anymore. It's so fascinating, as a mother, to read her thoughts and watch her interact with her peers. I'm really enjoying getting to know my kid on a different, deeper level."

# data[].attributes.attachment_link.title
News Literacy Games, Tools, and Lessons | Common Sense Education

# data[].attributes.attachment_link.description
News Literacy Games, Tools, and Lessons is a Top Picks list of 13 apps and websites curated by Common Sense Education edtech editors.

# data[].attributes.attachment_link.description
Teach and learn with The Times: Resources for bringing the world into your classroom

# data[].attributes.body
• See all graphs in this series or collections of 60 of our favorite graphs, 28 graphs that teach about inequality and 24 graphs about climate change.

# data[].attributes.attachment_link.title
What’s Going On in This Graph? | Dec. 7, 2022

# data[].attributes.attachment_link.description
How has the volume of Russian trade changed since it invaded Ukraine?

# data[].attributes.headline
American Statistical Association K-12 website

# data[].attributes.subject
American Statistical Association K-12 website

# data[].attributes.body
The American Statistical Association K-12 website, which includes teacher statistics resources, Census in the Schools student-generated data, professional development opportunities, and more.

# data[].attributes.attachment_link.readable_text
The Journal of Statistics Education is a free online, international journal focusing on statistics teaching and learning. Issues from 1993 to 2014 are archived along with the JSE data archive.

Focus on Statistics: Investigations for the Integration of Statistics into Grades 9-12 Mathematics Classrooms consists of 19 investigations to help classroom teachers implement key statistical concepts in their classrooms. Each investigation has an overview, learning goals, mathematical practice through a statistical lens, materials, instructional plans, and ideas for extensions. Investigation 5: How Many Calories? and Investigation 12: Chances of Getting the Flu? are available for free download. Purchase the entire book on Amazon.

Statistics Teacher (ST) is a free, online journal published by the American Statistical Association (ASA) - National Council of Teachers of Mathematics (NCTM) Joint Committee on Curriculum in Statistics and Probability for Grades K-12. ST supports the teaching and learning of statistics through education articles, lesson plans, announcements, professional development opportunities, technology, assessment, and classroom resources.

Bridging the Gap Between Common Core State Standards and Teaching Statistics includes 20 data analysis and probability investigations for teachers to use in their K-8 classrooms. Each investigation is based on the four-step statistical process as defined in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework. Hard copies are available to purchase or a free PDF is available to download.

The Making Sense of Statistical Studies (MSSS) student module consists of 15 hands-on investigations that help students design and analyze statistical studies. It is written for an upper-middle-school or high-school audience having some background in exploratory data analysis and basic probability. The teacher's module includes supporting resources to help teachers use MSSS, as well as all the pages from the student module. Hard copies are available to purchase or a free PDF is available to download.

People Count! (And Their Data Stories) is a free collection of 16 lessons in which students develop, analyze, and redesign population projection models using past and present population totals by age groups to estimate future population estimates of various countries.

Significance is a magazine that demonstrates the practical use of statistics and shows how statistics benefits society. Back issues of Significance are freely available online.

is a magazine about statistics intended for anyone who has an interest in using data to advance science, education, and society.

The Statistical Significance Series highlights the contributions statisticians make to society, from health care and the economy to national security and the environment.

Teaching Statistics: Resources for Undergraduate Instructors presents a collection of classic and original articles about various aspects of statistical education, along with descriptions of innovative and successful projects.

The Quantitative Literacy Series is a four-part series of books with student and teacher editions written through a collaborative effort of teachers and statisticians. It is designed for use with middle- and high-school students. The books are part of an ASA project that was funded in part by the National Science Foundation. Though out of print, the books listed below are available through book resale sites.

Exploring Data, by James Landwehr and Ann Watkins

Exploring Probability, by Claire Newman, Thomas Obremski, and Richard Scheaffer

The Art and Techniques of Simulation, by Mrudulla Gnanadesikan, Richard Scheaffer, and Jim Swift

Exploring Surveys: Information from Samples, by James Landwehr, Jim Swift, and Ann Watkins

The Elementary Quantitative Literacy (EQL) Series was written by a team of elementary school teachers and statisticians to introduce the key ideas and lessons in data analysis and probability in the K-6 mathematics curriculum. Though out of print, the books listed below are available through book resale sites.

Exploring Statistics in the Elementary Grades, Book One, by Carolyn Bereska, L. Carey Bolster, Cyrilla H. Bolster, and Richard Scheaffer

Exploring Statistics in the Elementary Grades, Book Two, by Carolyn Bereska, L. Carey Bolster, Cyrilla H. Bolster, and Richard Scheaffer

Data-Driven Mathematics is a series of modules funded by the National Science Foundation and written by statisticians and mathematics teachers. Intended to complement a modern mathematics curriculum in the secondary schools, the modules offer materials that integrate data analysis with topics typically taught in high-school mathematics courses and provide realistic, real-world data situations for developing mathematical knowledge. Scanned copies of these books (the copyrights have been transferred to ASA) are freely available to download (PDF) through the following links:

Advanced Modeling and Matrices - Teacher's Edition, by Gail Burrill, Jack Burrill, James Landwehr, and Jeffrey Witmer

Advanced Modeling and Matrices, by Gail Burrill, Jack Burrill, James Landwehr, and Jeffrey Witmer

Exploring Centers - Teacher's Edition, by Henry Kranendonk and Jeffrey Witmer

Exploring Centers, by Henry Kranendonk and Jeffrey Witmer

Exploring Linear Relations - Teacher's Edition, by Gail Burrill and Patrick Hopfensperger

Exploring Linear Relations, by Henry Kranendonk and Jeffrey Witmer

Exploring Projects - Teacher's Edition, by Emily Errthum, Maria Mastromatteo, Vince O'Connor, and Richard Scheaffer

Exploring Projects, by Emily Errthum, Maria Mastromatteo, Vince O'Connor, and Richard Scheaffer

Exploring Regression - Teacher's Edition, by Gail Burrill, Jack Burrill, Patrick Hopfensperger, and James Landwehr

Exploring Regression, by Gail Burrill, Jack Burrill, Patrick Hopfensperger, and James Landwehr

Exploring Symbols - Teacher's Edition, by Gail Burrill, Miriam Clifford, and Richard Scheaffer

Exploring Symbols, by Gail Burrill, Miriam Clifford, and Richard Scheaffer

Exploring Systems of Inequalities - Teacher's Edition, by Gail Burrill and Patrick Hopfensperger

Exploring Systems of Inequalities, by Gail Burrill and Patrick Hopfensperger

Mathematics in a World of Data - Teacher's Edition, by Jack Burrill, Miriam Clifford, Emily Errthum, Henry Kranendonk, Maria Mastromatteo, and Vince O'Connor

Mathematics in a World of Data, by Jack Burrill, Miriam Clifford, Emily Errthum, Henry Kranendonk, Maria Mastromatteo, and Vince O'Connor

Modeling with Logarithms - Teacher's Edition, by Jack Burrill, Miriam Clifford, and James Landwehr

Modeling with Logarithms, by Jack Burrill, Miriam Clifford, and James Landwehr

Probability Models - Teacher's Edition, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

Probability Models, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

Probability Through Data - Teacher's Edition, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

Probability Through Data, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

# data[].attributes.attachment_link.description
The Journal of Statistics Education is a free online, international journal focusing on statistics teaching and learning. Issues from 1993 to 2014 are archived along with the JSE data archive.

# data[].attributes.attachment_link.description
Guess the hidden word in 6 tries. A new puzzle is available each day.

# data[].attributes.attachment_link.description
We're committed to providing educators accessible, high-quality teaching tools. That's why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

# data[].attributes.headline
Journalistic history site helps students analyse primary sources

# data[].attributes.subject
Journalistic history site helps students analyse primary sources

# data[].attributes.attachment_link.description
Journalism in Action allows you to learn about ten key moments in US history through a journalist's lens. In this interactive website designed for middle and high school students, you will analyze primary sources such as newspaper articles, videos, and photography to determine what happened and how such culture-shifting events affected civic life.

# data[].attributes.attachment_link.readable_text
It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

# data[].attributes.attachment_link.title
Newsela | Content and assessment platform

# data[].attributes.attachment_link.description
Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

# data[].attributes.body
Read aloud mode for fluency & pronunciation

Students can select the Read Aloud icon and follow along with highlighted text online or with the app, providing students with additional scaffolds to help them access the materials.

# data[].attributes.attachment_link.description
See how Newsela can help teachers engage and differentiate instruction for English Language Learners.