Step 1: In Eswatini, the rich cultural heritage and environmental practices play a significant role in shaping the country's identity. By focusing on the intersection of culture and environmental care, students can gain a deeper understanding of their responsibilities to both their community and the natural world.

Step 2: The general learning objectives for the Change Project include:

- Understanding the importance of cultural traditions in promoting environmental sustainability

- Recognizing the interconnectedness between cultural practices and environmental well-being

- Developing a sense of ownership and responsibility towards preserving the environment for future generations

Step 3: Transformative pedagogies such as role play can be utilized to engage students in meaningful discussions and experiential learning activities. By assuming different roles and perspectives, students can explore complex issues related to culture and environmental care in a hands-on and interactive way.

Step 4: Specific significant learning outcomes of each activity could include:

- Demonstrating an understanding of traditional cultural practices that promote environmental sustainability

- Analyzing the impact of modernization on traditional environmental practices in Eswatini

- Collaborating with peers to develop innovative solutions for balancing cultural preservation and environmental conservation

Step 5: Transformative assessment strategies could involve:

- Peer evaluations to assess students' ability to engage in meaningful discussions and empathize with different perspectives

- Portfolio assessments to showcase students' creativity and critical thinking skills in designing sustainability projects that integrate cultural traditions

- Reflection journals to encourage students to reflect on their personal growth and understanding of the relationship between culture and environmental care.

Step1: The kingdom of Eswatini is known for it culture and pure monarchy which preserve the culture through different practices. The culture might degrade the environment instead of sustaining it thus learners have to learn about sustaining the environment while still practicing culture.

Step2: General objective for this change project is:

Knowing and appreciating the relation between the environment and culture

Sustaining the environment while enjoying culture

Step3: Transformative pedagogies

1. Exploration and collaboration whereby learners will explore the plant used to create mattresses then after decide on which waste to be used in replacement of the plant.

Step4: Specific significant learning outcome

1. Collaborating with teachers, community and students on how they can preserve both culture and environment without degrading or losing any of the two.

2. Evaluating the impact of culture on environment aswell as the modernisation on environments.

   
   

   Step 5: Transformative strategies:

   1. portfolio assessment

   2. Peer evaluation

Learners were divided in groups and were given 2 piles of cards. Each green card described an ICH element from the country of origin of a learner (our groups were multicultural). Each blue card described a Maths or Science Concept.

The learners in each group had to read careful and search for more information online, if needed, in order to understand:

• the purpose of each ICH element, its use and its cultural value

• how each mathematical or scientific tool worked and how it was applied.

Learners were asked to organize their group themselves in order to work efficiently and timely to achieve their goal which was to match each green card with a blue card in order to create a problem that was introducing the Math/Science concept with the help if the ICH element.

The groups were exchanging problems at the end of their assigned working time and grade each of the other group's problems using certain criteria, like originality, difficulty level etc.

Learning methods use: Group work, peer to peer teaching, Research, Debating, Peer Assessment, Analysis Synthesis etc

Involvement of young generation igeneration cultural heritage in Tanzania it involves various ways including dancing and singing.

Rationale: There is a need of platform for involving youth and community in cultural heritage practice their daily life.

Objective;

To create awareness to student teachers about cultural heritage and it's application on solving life challenges

Who involved?

Volunteers among the students and Teacher Educators as well as community around the college.

How?

Through short visit, meeting, workshops, involvements in community practices, and study tours

Who to Finance the program;

Stake holders who can volunteer to support the project like individuals, Financial institutions, Ministry assigned to cultural heritage activities.

Modalities:

Spare of two hours per week

Twice per year meeting and evaluation of findings.

Checking on objective atainability like

How dancing and singing helped community to learn.

Change Project

The living heritage for learners living with Hearing Impairment (HI), particularly in the context of events like Deaf Day, encompasses various cultural aspects that celebrate Deaf identity, communication, and community engagement. This heritage not only enriches the cultural landscape of Eswatini but also highlights the importance of recognizing and valuing the contributions of individuals with HI to the broader community. By celebrating events like Deaf Day and engaging in various cultural practices, the Deaf community in Eswatini and beyond reinforce their identity, promote awareness, and advocate for their rights. These elements of living heritage not only enrich the lives of Deaf individuals but also contribute to a more inclusive society

1.      Living Heritage: Deaf Community Events

Deaf Day: This is a significant event that celebrates Deaf culture and community, often featuring activities such as performances, workshops, and social gatherings. Deaf Day serves as a platform for raising awareness about Deaf issues, promoting sign language, and fostering connections among Deaf individuals and their allies.

2.      Relating Deaf Community Event into the curriculum

As an educator, I firmly believe that the curriculum must reflect the diversity of communication needs and celebrate the linguistic and cultural identity of learners with hearing impairments. It is my responsibility to ensure that the structure and grammar of the local sign language used by the Deaf community is thoroughly taught, as this not only enhances language learning but also gives learners a deeper appreciation for the linguistic complexity of sign languages. To achieve this, I will incorporate opportunities for learners to practice conversing in sign language by role-playing scenarios related to Deaf cultural events and traditions. By immersing learners in authentic communication situations and celebrating the richness of Deaf culture, I aim to foster a greater understanding and appreciation for the linguistic diversity within our community.

3.      Develop clear learning objectives

(i)                 Learners will be able to describe 3 key aspects of Deaf culture and their significance.

(ii)               Learners will demonstrate proficiency in conversing using the local sign language on everyday topics.

(iii)             Learners will develop empathy and appreciation for the Deaf community and their experiences.

4.      Design transformative pedagogies and assessment strategies:

Collaborative learning activities that promote interaction and exchange between Deaf and hearing learners are essential for fostering inclusivity and mutual understanding. By creating opportunities for these two groups to engage in shared experiences, we can break down barriers and build a more cohesive community. For example, organizing joint projects or events, such as cultural celebrations or workshops, allows learners to learn from one another, share their unique perspectives, and develop empathy.

These interactions not only enhance communication skills but also enrich the educational experience for all participants. By incorporating Deaf culture into collaborative activities, such as storytelling in sign language or joint art projects that reflect both Deaf and hearing traditions, we can celebrate diversity and promote a deeper appreciation for each other's identities. Ultimately, these collaborative efforts empower learners to become advocates for inclusivity, fostering a sense of belonging and community that benefits everyone involved

5.      Assessment strategies

As an educator, I believe that performance-based assessments are crucial for evaluating the progress and proficiency of learners with hearing impairments in sign language. These assessments should be designed to allow learners to demonstrate their sign language skills in real-world contexts, simulating authentic communication scenarios that they may encounter in their daily lives. By creating opportunities for learners to engage in role-playing activities, storytelling, and interactive dialogues, we can assess their ability to effectively communicate, express their thoughts and feelings, and navigate various social situations using sign language. Performance-based assessments not only provide a more accurate representation of learners' sign language abilities but also encourage them to apply their knowledge in practical, meaningful ways. Through these assessments, we can celebrate the linguistic and cultural diversity of the Deaf community, promote inclusivity, and empower learners with hearing impairments to become confident and competent

6.      Define significant learning outcomes:

As an educator, it is my responsibility to ensure that the learning outcomes of my curriculum are truly significant and contribute to the flourishing of learners with hearing impairments. This involves developing a strong cultural identity and sense of belonging by celebrating the linguistic and cultural diversity of the Deaf community, acquiring effective communication skills in sign language to enhance language learning and appreciation for its linguistic complexity, cultivating empathy, advocacy, and allyship for the Deaf community through role-playing scenarios related to Deaf cultural events and traditions, and ultimately becoming agents of change in promoting inclusivity and accessibility within and beyond the classroom.

1. Transformative Pedagogies to be used are: Storytelling- stories will be told about different musical instruments from different cultures this will include the origin. Field trips to pick materials form the environment to use. Group discussion to appreciate other peoples traditional instruments. Create/ produce different sounding instruments. Practical in playing the instruments different in ensemble and groups. As for student teachers in addition, survey and mini lessons will be done. Collaboration with the museum officer to share his skills and knowledge with the student teachers is also ideal.

3. Assessment strategies

   Portfolio, Peer assessment, Self assessment

4. Assessment of learning for flourishing framework- this change project covers all the aspects in this framework.

   • Foundational l knowledge about musical instrument, integration, appreciation of cultural identity, learning to learn and others