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WHAT ARE THE THINGS WE NEED TO IMPROVE/ OFFER TO OUR STUDENTS TO EXTEND OUR IM OFFERINGS IN ENGLISH?
--> Need to expand text choices (plays, Doccos, Pacific literature
--> Time to dedicate to media sources and to update media sources)
--> Collaborative writing
--> Check links to other subjects (Humanities)
--> In SACE, perhaps more encouraging of international texts.
--> What constitutes an 'international text?' Possible discussion point for the department.
--> Do we have a scope and sequence? what do we need to map and track hat kids do in IM?
--> Opportunities for kids to link to themselves- autonomy, task design, open choices, discussion.
--> Development of assessment over the course of the learning cycle.
--> How do we generate autonomy in students in relation to IM? (MS and SS)
--> 'Who' and what range do we use, how can we facilitate authentic interaction (ie: speakers, slam poetry) - Laura and Kat
-Julianne perhaps to join IM comm.
--> Full day release to develop TLCs, plan and create authentic links.

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i hate refugees

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Let's discuss!

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Perhaps introducing ART into the curriculum as a thinking/ extension activity such as Ai weiwei and his art looking at social issues and cultural boundaries.
Perhaps pairing this with Banksy and the social commentary of the art pieces he creates.
How do artists create a voice for the masses? How does Art represent cultural context/ or criticize cultural context? How can Art illumi

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Liz
Future development

Time to research articles suitable for pairing sections of texts with readings such as newspape r or sociological articles and documentaries is something I would like to develop. Extension activities can spring from the themes. For me most texts have aspects that can be framed in the International mindset.

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New IB texts to fit the new course/ adding in different forms:
Ted talks on culture, identity and world issues: Chimanda Ngozi  https://www.ted.com/talks/chimamanda_ngozi_adichie_we_should_all_be_feminists

Graphic novels/ graphic films:
A Waltz for Basheer- Paired with Persepolis
Maus- links to current treatment of refugees and specific cultures.

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For 10-12 senior curriculums,  incorporation Postcolonial and Race Theory through Critical Perspectives activities/tasks on texts.

Not all texts would work for this, but various novels, films, poetry would work.

"Where We Once Belonged" - Sia Figiel

Albert Wendt short stories.

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please help me they are in my house

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IB Works in Translation:
Antigone
The Outsider
Woman At Point Zero

Also, Like Water For Chocolate.

While these are just texts, the way in which these lead discussion of broader issues, themes, culture and context, help students use Literary Analysis as a platform for exploration of broader issues.

- Engage with a number of text extracts from a variety of different genres
and practise analysing how particular effects are achieved through writers’
choices of language, structure and form
- Consider how different contexts affect our analysis of a text

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- 'Go Back to Where you Came From' - documentary study (Middle Years)
- Louis Theroux and his cultural   tasks (Senior Years)
-Ross Kemp and contemporary international issues (Senior years)
- Exposition Writing - focus on writing for authentic meaning - social platforms
- Can we team teach with HASS regarding the topics they might d for Civics and Citizenship.
- TOK Ideas regarding Ethics and The Arts
- Nips Go National (Novel) -refugee experience and 'Australian Culture'
-Testing Teachers - Education and Cultural Shifts in Australia
-Paris is Burning paired with articles about Gay Bashing and Institutionalised discrimination in Australia.

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1. Discussion and analysis of international issues via literature
International poetry - Yr 9 - Students research poems from one country and analyse them briefly - present to class.
Novel: Reunion (yr 10)- Racism
Novel: Chinese Cinderella (Yr 8)
Novel: Monsieur Linh and Child (Yr 10) - refugee problems
Films (e.g. School Ties etc.)
Archie Weller: Going Home (Yr 11) - Aboriginal texts
Expository writing based on global issues {e.g. global warming etc.)
Songs about various international issues

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A handy bust, the solemn vow is a melee weapon that can deal a deadly blow to the opposition while enhancing the medic’s ability to shin.

Gifting the medic class the ability to see the health of the enemy, you will be able to provide crucial information about the status of the opposition team to your allies and give key insights into how the tide of the battle is turning.

The downside of this hefty bust is the debuff on firing speed, making you a less effective killer. But then again, the medic was never the best at taking out the enemy in the first place.

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Currently -
-texts - Red Scarf Girl and film Beijing Bicycle year 8 ignite see my moodle ( or Not One Less or)
- extension reading compulsory for one being International
- game simulation Baffa Baffa  needs 2 teachers
- IB international texts see year 9 moodle
- Zen poetry year 8 ignite my moodle
- Picture books see Monica
- international poetry year 9
- small recount texts see year 8 moodle general
- Aboriginal films in year 10 to do like Beneath Clouds, etc in development
- Trash - year 8 novel and cultural content see moodle general year 8
- War poetry year 11
- film - Iranian - OffSide year 10 or 11
- novel - year 11 - The Abduction
- Ali and the Ball year 8 film study
VISION:

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Part 1
Currently awareness of International Mindedness is developed through embedding critical thinking activities (and the other 3Cs, and perhaps the 5th C of Caring) in a variety of texts. For example when studying memoirs such as 'the Happiest Refugee' students match stages of the Unesco refugee journey to the text.
Other texts include graphic novels and picture books: Persepolis, The Arrival, and classic and contemporary texts such as The Outsiders, Animal Farm. Pairing sections of texts with readings such as newspape r or sociological articles is something I would like to develop. For me most texts have aspects that can be framed in the International mindset.
The International Poetry unit , compiled collaboratively has been an excellent starting point.

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International Mindedness:
- Trash by Andy Mulligan ('children of the dump' - unit on social issues on a local, national and global front - persuasive YouTube video)
- Poetry Unit - Reading and analysing poetry from various countries around the world which link to a number of topics such as prejudice, gender roles etc
- Having access to range of novels from differing contexts
- Recounts - personal stories from around the world
- Encouraging students to look beyond their own experiences through engagement with a variety of texts that allow them to understand and empathise with other people
- Personal identity - celebrating the diversity within our own classrooms at GIHS - development of cultural identity
-

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Introducing IM into the 'Book Club' portion of the 8.02 course- 'A Long Walk to Water' is the first text we're looking at. Potentially after this we'll do 'Trash.'

-IB: Speeches of MLK- possible connections to modern day activism and the new cultural movement. Introduction of 'The House on Mango Street.' This text looks at how difficult it is to build cultural identity when growing up. Her Mexican/American heritage creates conflict in her schooling and in her personal identity- generates interesting discussion about identity formation and conflicts.

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- IB 4x Translated texts: 'Like Water for Chocolate', 'Antigone', 'The Outsider', 'Woman at Point Zero. See 'cpmments' at end of Scott's padlet.
- yr 8 Kensuke's Kingdom including "Australia's Interaction with Asia" unit - Japan.
- yr 8 ATSI poetry study on moodle.
- yr 8 Russian Jewish folktale linked to 'Corpse Bride'.
- yr 9 International Poetry unit on moodle.
- yr 9 persuasive writing in prep for NAPLAN: individual choice of international conservation issue.
- yr 10 poverty issues in India in 'Q&A' linked to YouTube docs on poverty & untouchabiity in India.
- yr 10 exploration of racial relations & social expectation in 1950s USA in 'Pleasantville'.
- yr 11-12 Wilfred Owen's poetry and the human reaction to global war.
- yr 12 'Disgrace' novel study & exploration of racial issues and human rights in South Africa.
- yr 12 Untouchability & Colonization in India in 'Untouchable'.
- yr 12 Civil Rights study in Martin Luther King study.
- yr 12 EE - encouragement for students to choose a translated text for comparison.

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International Poetry - year 9 (please see Moodle - year 9 -photostory task that can be updated as students seem to have moved on!)
Indigenous texts year 8
Asian texts year 8
Indigenous poetry Year 9
encouraging students to stand in 'another's shoes' or 'skin' (To Kill a Mockingbird)
Post-modern picture books - year 8
coming of age texts year 9 - problems faced by teenagers locally and internationally
Ali and the ball - year 8 or 9 text (resources on Moodle) - plight of refugees in Australia

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- media articles (elections around the world - comparing and contrasting Aus to US to communist/dictatorships)
- debates (environmental issues,  racism, war, rights and freedoms,  refugees and asylum seekers)
- expository/persuasive (environmental issues,  racism, war, rights and freedoms,  refugees and asylum seekers)
- values walks - based around freedoms and rights
- Trash (Yr 9)
- Out of Shadows (Yr 10)
- Looked at different Indigenous cultures around the world (including Aboriginal)
- Holocaust intertextual study Yr 11 - film The Pianist, short stories and poetry
- poetry and song - link to protest
- Who do you think you are - link to historical narrative
- Remember the Titans and link back to Aus culture e.g. Deadly Unna
- Heart of Darkness

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- World Mythology (8.00) (Youtube series: Crash course in world mythology https://www.youtube.com/playlist?list=PLEb6sGT7oD8G8nPbyvObaZUNdfV6kitZQ)
-The Dragon Keeper  by Carole Wilkinson (class text would be good for EALD and lower level English classes)
-Representatives from the Aboriginal community to deliver masterclasses (Jack Buckskin, https://www.adelaide.edu.au/kwp/index/?)
- The Garden of Emperess Cassia (Gabrielle Wang)
-Tehanu (Ursuala le Guin)
-Mirror (Jeanne Baker - Picture Book)
-The Rabbits (Shaun Tan & John Marsden)

How do we teach texts by Aboriginal people ethically? (This has been quite problematic working with my Year 8's and mythology vs. Dream-time stories)

Can we incorporate more IM focused texts into Stage 1 English/ELS?

Engaging members of local International communities for Far Transfer -allowing students SEE that Australia is an international country

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- Current: Trash leading in to Persuasive using Global Education as a springboard.
- International Poetry: focus through an Int Mind. lens?
- Debate
- Something with the around the world text list (I will find the link to clarify!)
- Indigenous texts or real world experiences (Drama texts: Stolen, Bran Nue Dae)

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- Good Girls Do Swallow (Year 12 English - globalisation, fashion, body image, communication)

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Jane