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. westfield.ma.edu. Prior to reading the novel Juno of Taris, the class discussed important aspects of ecological sustainability. 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. A measurement unit of work incorporated information from a Caritas water project in Tanzania. When he works one on one with a teacher, he is very cooperative and polite. 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. They wrote to the local council with their suggestions. IGCSE and the IB Diploma Programme. Number of students involved: 20. Four teachers were involved in the project, all creating their own schemes of work and having separate action plans.Action 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. CASE STUDIES OF STUDENTS WITH EXCEPTIONAL NEEDS T he case studies in this chapter address the needs of students with the exceptionalities most often observed in classrooms. Diyar International Private School, Fujairah, is an American curriculum school in the UAE. 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 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. The Healthy Hooligans team educated people about the importance of good hygiene for staying healthy. representing more than 55 nationalities. Students decided to focus on fair trade awareness as a means of achieving MDG2 – Achieve universal primary education. World School, teaching the Primary Years Programme Global education teaching activities Staying healthy, Activity 4: Handwashing for hygiene, Community led sanitation, School: St Patrick's College, Shorncliffe, BrisbaneYear level: Whole of school (years 5–12)Number of students involved: 1,100 students. 1 semester school based activities. 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. 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. Students are learning how to conduct a Chinese tea ceremony. Students in Timor-Leste made films for Australian students to view. Selecting Prime case study topics With masterly help. 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. Ashburton Primary School, School: Riverside Primary School, TasmaniaYear levels: Year 5–6Number of students involved: 25. Year 5 students cooked food to raise more than $500 to support orphaned orang-utans in Borneo. They participated in a simulation game and examined personal stories to learn how small loans can make a big difference to people’s lives. Kaartdijin Noonhar, Sharing Noongar Culture, School: Nyabing Primary School, Western AustraliaYear level: Years 4–7Impetus for action and learning, Resources Case Studies in Education assignments could be divided into various parts. Students were able to see how companies were held more accountable in Australia and the impact of their sustainable management practices. Year 9 music – Indonesian compositions They began by looking at some general information about Indonesian geography and culture. International Centre, teaching children from Nursery Benefits of Case Studies. Finally, they become more aware of the principles of consumerism, and the impact of their own behaviour. After an assessment of what could realistically be achieved by the end of the year, they decided to focus on the following objectives: The students understood that they would have to raise a substantial amount of money to fund their project. 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. They discovered it had high levels of acidity and salt making it unsuitable for many macro-invertebrates. He said, 'They may only be little girls but they did big fella work'.Going further Initial involvement in the program began in 2010 when two teachers from MTsN 3 Junior High School in Jakarta visited us. To create an environment to encourage explorations, a special classroom was set up with maps and artefacts from around the world. How to Do a Case Study Presentation. team identified their vision for creating a better future. 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. 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. Also, the school should maintain pupil book ratio 1:5 6. Pre- and post-tests indicated improved understanding of numerical, spatial, measurement and statistics concepts, and skills to apply them in the problem-solving challenges. Their approach puts mastery at the heart of the curriculum, instilling thinking skills and a growth mindset in students, in an enquiry-based learning environment. Nyabing Primary School is a small rural school of approximately 40 students in the southern wheat belt of Western Australia. The students are now focusing on creating a video for the ChildFund Connect International Children's Film Festival 'Water World'.Going furtherChildFund Connect ChildFund Our Day Project, School: Northcote High School, VictoriaYear level: Year 9Number of students involved: 37. The students and schools have: School: Killara Primary School, Sunbury, VictoriaYear level: Year 3Number of students involved: 25. 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). to be knowledge-enriched, reach-confident, The trip was funded by a number of very successful fundraisers organised by the students. Main Characteristics of Students with Blindness and Visual Impairments May experience delays in play and social interactions skills Preverbal skills such as looking at a speaker may be lacking Difficulty associating words with concepts Poor spatial perception Hard to maintain relationships Meet Robert Robert is a 16 year old boy in the 11th grade. Used with permission This limited understanding was used to launch discussions about where poverty exists and what should and could be done about it. By drilling down into children’s attitudes to learning, the school ensures it is equipped to meet this goal, The innovative Nagoya International School, which follows the IB curriculum, is embracing its own philosophy of critical and creative thinking by using CAT4 and PASS to get a holistic view of their students. They had a stall at the 'Christmas on the Lawn' school community celebration. During their stay the MTsN 3 teachers became valuable members of our school community. While reading the novel, the class completed a series of activities linked to Bloom's taxonomy, focusing on understanding the narrative conventions of novels. The Mobile Muster, a recycling program based on mobile phones and their accessories, was immediately adopted. It was put together after a process of whole school planning with staff, and consultation with many local Noongar organisations and community members. as part of their rock cycle studies. Within a month of arrival new families are contacted by the Student Wellbeing Leader or principal and class teacher. Learning about how people in other countries manage water resources extended their understanding about the diversity of opinions and priorities around environmental issues. The school encourages students Going further These were then taught in each classroom over Term 3. The ruMAD? 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. a safe and nurturing environment, encouraging all of its Despite its location in an affluent community of Wellesley, Fiske is a diverse school due to its status as a magnet school for the district’s English language learners and its proximity to the town’s low-income housing complex. 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. 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. Conclusion. The money raised was used to purchase fair trade sports balls for the PE department. Help you see beyond the surface of an issue and consider all sides to the problem. 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. Global education aims to develop global citizens. Students set up their own microcredit businesses for the school Microcredit Fun Day. To add a global perspective to the 'Big City Melbourne' unit through connecting to the cultural backgrounds of students. Wellington Discovery Forest at the EcoEducation centre, Western Australia, School: Beachlands Primary School, Western AustraliaYear level: Year 5/6Number of students involved: 25Impetus for action. A students versus staff and parents soccer match was held with an Etiko fair trade soccer ball. Teachers of Indonesian aimed to increase the linguistic knowledge and skills and improve the intercultural understanding capabilities of their students. Going further Students were outraged that the mining of coltan was contributing to such destruction. 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. Glen Waverley Primary School has students from 35 different nations, predominantly Sri Lanka, India, China and Korea. 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. Students perform their Indonesian compositions to the whole school. One of the students participated in the World Vision 40 Hour Famine and raised money to assist children living in developing countries. In the first year they collected 80 phones. 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. Students completed all units of measurement and the same test as all other year 10s. Northcote High School Photo: Auburn Girls High School. The plan detailed: A student survey indicated that students had enjoyed the activity. Photo: Coolbinia Primary School. 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. School: Esperance Senior High School, Western AustraliaYear level: Years 8–9Impetus for action They made predictions about the progress of specific countries compared to Australia before collecting detailed data. 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