Teachers working in this project need to be aware of the agreed norms from the recent shared training forum.
- Please use the Lesson plan template with your international partner prior to the link up so that everyone is on the same page regarding the Content.
- During Term times emails require a 2 day turn around reply
- In case of emergencies and technical issues teachers need to have one of the following in place
- Exchanged mobile numbers for a text message
- Communicated on Facebook or Kakao Talk or a similar social media voice application
- Teachers should have their mobile phone with them during planned links
- Communicate with the other school to notify them of school camps etc. as early as possible for accurate planning of dates and minimal changes
- Where possible, schools are asked to dial in to the ZOOM room 5-10 minutes early. Put your microphone on MUTE and turn off the camera if needed. This lets the other end see that you are in the virtual room ok
- Teachers will read the correspondence from their partners carefully and respond by paraphrasing their understanding of what the other teacher is requesting before adding their ideas and suggestions
- All dates and times suggested by Korea need to be explicitly accepted in the reply email or Korea assumes that they are not ok with the Victorian school
- Korean teachers are to CC Professor Ku into all correspondence email@example.com
- Australian teachers can CC to firstname.lastname@example.org
- Any concerns please contact the coordinators – silence is deadly in an online project.
We welcome any other suggestions from you .
As a National Project Global LYNCs provides real opportunities to address various education policies. Let’s look at one example: Framework for Improving Student Outcomes in VICTORIA and the new Victorian Curriculum. How does a project like Global LYNCs directly support Victorian partners in improving their student outcomes?
Intercultural capability aims to develop knowledge, understandings and skills to enable students to:
- demonstrate an awareness of and respect for cultural diversity within the community
- reflect on how intercultural experiences influence attitudes, values and beliefs
- recognise the importance of acceptance and appreciation of cultural diversity for a cohesive community.
FISO – Consider how your involvement in the project is helping to achieve positive change in your students.
Community Engagement in Learning
Global citizenship denotes an awareness of our interconnectedness with people and environments around the globe, and their contribution to a global society and economy. Programs that increase knowledge and understanding of global issues and trends and help students develop ways to respect key universal values such as peace, environmental sustainability and upholding the rights and dignity of all people, can improve students’ sense of global citizenship.
In schools with emerging practice students learn about different cultures, including their own, and develop an awareness of the rights and responsibilities of citizens in a globalised
In schools with evolving practice schools create opportunities for students to regularly engage with young people from other cultures, and develop inclusive values and perspectives. Programs involve students learning from international students about their respective cultures.
Embedding Schools work with the whole school community to develop an inclusive culture, and to promote understanding and respect. Learning programs are designed to integrate international perspectives, including international student perspectives in developing student self
Excelling Schools and their communities are globally engaged and establish and sustain international partnerships that provide students with a deep understanding of the world and rich experiences of other cultures, aligned to curricula and learning objectives. Students collaborate in shared learning activities with peers in other countries.
|The Victorian curriculum is enacted in ways that students learn about different cultures, including their own, and develop an awareness of the rights and responsibilities of citizens in a globalised world.
||Schools create opportunities for students to regularly engage with young people from other cultures, and develop inclusive values and perspectives. Programs involve students learning from international students about their respective cultures.
||Schools work with the whole school community to develop an inclusive culture, and to promote understanding and respect. Learning programs are designed to integrate international perspectives, including international student perspectives in developing student self-identity as global citizens.
||Schools and their communities are globally engaged and establish and sustain international partnerships that provide students with a deep understanding of the world and rich experiences of other cultures, aligned to curricula and learning objectives. Students collaborate in shared learning activities with peers in other countries.
The Australian Embassy (Australia Korea Foundation DFAT) in Seoul is promoting telecommunication projects in Australia. An education Symposium was conducted last week. Global LYNCs was represented by a strong team lead by Professor Keong Ku, the team consisted of Ms Youngsoon Gong (Daegu DIstrict Office of Education), Ms. Jinwon Yang (Partner of Deer Park PS), Ms Hyojin Jun (Partner of Kyabram PS) and Scarlett McLean from Victoria. A one hour presentation has drummed up more interest from Korean schools seeking partnerships in Australia. Well done to the team and thankyou for snatching a day from your busy schedules!
Point Cook P-9 College (partners of Yong gi Elementary) have a wet land at their school, and are working on a program looking at migratory birds which fly to Korea! We think this is such a fabulous idea, and we can’t wait to see what happens next!
From Aram Lee: “Linton Primary School and DongGung Primary School had their first link up yesterday. We introduced ourselves to each other (my students used some sentences in Korean. So proud of them!), they also sang us a song called ‘you’re born to be loved’ in Korean and English. It was really good and we all had good time together.”
Welcome to Jaimee Kierly from Deer Park West PS!
Generous donations of costumes from Korean students being distributed to partnership schools. Each has details of donating student got personal thank-you notes.
Thanks to Daegu office for organizing this initiative.
The gifts have been so well received from students and schools in Victoria.
Thank you to So Jin Kim and his family for their kind donation of Korean national costume to Linton Primary School. We are very pleased to be associated with Daegu Region and look forward to working together.
Below is a picture of [one of our] Grade 5 [students], wearing the costume. Our students can greet each other in Korean, count to 10 and tell about what they like and dislike. We are very happy for the opportunity to promote Korean language and culture in our community.”