1. Arab Gateways Professional Learning Program Welcome

2. Contents Professional Learning Program Introduction to Arab Gateways (Slides 3–13) The Arab region (Slides 14–23) Using Arab Gateways (Slides 24–40) 2

3. Introduction to Arab Gateways Funded by: Council for Australian-Arab Relations (CAAR) Department of Foreign Affairs and Trade (DFAT) Developed by: Education Services Australia The Australian Federation of Societies for Studies of Society and Environment (AFSSSE) 3

4. Introduction to Arab Gateways Objective for Arab Gateways To promote mutual interests and a greater understanding and acceptance of each other’s cultures, values, beliefs and diversity. 4

5. Introduction to Arab Gateways Purpose of the Professional Learning Program to build understanding of the Arab region in general and Arab Gateways in particular to increase the capacity of teachers to effectively integrate the resource into their teaching to provide opportunities to link the resource with the curriculum. 5

6. Introduction to Arab Gateways 6

7. Unit 1 – Diversity and change: An introduction to the Arab region Year 8 geography, history, economics, social education, global education Unit 2 – Sustainable water use: Water security in an arid region Years 9–10 geography, global education Unit 3 – Lines in the sand: 1914–18, critical years in shaping the Arab World Years 9–10 history Unit 4 – Global exchange: The Arab region’s key role in international trade Years 9–10 economics, global education, geography, history Unit 5 – Different lens: Traditional and hybridised cultural icons Years 9–10 English, history, global education, social education 7

8. Introduction to Arab Gateways Unit format Overview Core focus, learning outcomes, year level: curriculum area, focus questions Teacher background Student materials – inquiry process Connecting, Investigating, Analysing, Communicating 8

9. Introduction to Arab Gateways DVD/website menu Home, Explorer, Students, Teachers Films Interactive – Arab Explorer 9

10. Introduction to Arab Gateways Teachers Teaching background Professional learning Student activity sheets Films 10

11. Introduction to Arab Gateways Students Student materials for each unit Unit 1 – Diversity and change: An introduction to the Arab region Unit 2 – Sustainable water use: Water security in an arid region Unit 3 – Lines in the sand: 1914–18, critical years in shaping the Arab World Unit 4 – Global exchange: The Arab region’s key role in international trade Unit 5 – Different lens: Traditional and hybridised cultural icons 11

12. Introduction to Arab Gateways Interactive – Arab Explorer Interactive map Quiz Compare countries Flags 12

13. Introduction to Arab Gateways Films Work in pairs to explore the films. Consider What are the opportunities and limitations of the films? How might they be used in my classroom? 13

14. About the Arab region Perceptions of the Arab region ThinkList five things you already know. Pair Share Fact, opinion or stereotype? 14

15. About the Arab region What do I know about the Arab region? Quiz on Arab Explorer 15

16. About the Arab region Outline map Name the countries of the Arab region. Name the capitals of the Arab region. 16

17. About the Arab region Facts and statistics Use the spreadsheet to list countries in order and add the information to the outline map Population size Number 1–22 Urban population % List letters A –V Per capita income $US GDPRecord actual income 17

18. About the Arab region Films Being Arab (12:46) Reflections on Arabic culture, and how language and religion influence culture Diversity and change (11:02) Reflections on the range of geographies and cultures across the region and how Arabic culture is changing Family (9:40) Reflections on the importance of family in Arabic culture Food (5:47) Reflections on how food is central to Arabic culture Perceptions (5:42) Reflections on some of the misconceptions and stereotypes that Westerners have of the Arab region 18

19. About the Arab region Photo literacy Look at the photos on page 7 of Arab Gateways. How does each one represent your view of the Arab region? 19

20. About the Arab region Discuss Could this photo be taken in Australia? How are the people in the photos like me? How are the people in the photos not like me? Explain the cues in the picture used to make the judgements. 20

21. About the Arab region 1.What perceptions of the Arab region may be common to people in Australia? 2.Why might this be the case? 3.How might we check the accuracy of these perceptions? 4.How might we challenge these perceptions? 21

22. About the Arab region Share and discuss What surprised you? What did you find interesting? What was less interesting? What would you like to know more about? 22

23. About the Arab region Reflection What have I learnt about the Arab region? Why is it important for Australian students to learn about the Arab region? How might a more informed perspective of the Arab region help build relations? 23

24. Using Arab Gateways Curriculum links Learning areas history English geography Cross-curriculum priorities sustainability 24

25. Using Arab Gateways General capabilities literacy numeracy information and communications technology thinking skills intercultural understanding 25

26. Using Arab Gateways General capability – Intercultural understanding As they develop intercultural understanding, students learn to: identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these. 26

27. Using Arab Gateways General capability – Intercultural understanding reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. www.australiancurriculum.edu.au/GeneralCapabilities/Intercultural-understanding 27

28. Using Arab Gateways What is culture? What is intercultural understanding? 28

29. Using Arab Gateways Teaching about our own culture Identify a teaching situation that explicitly engaged learners with their own culture. Describe the context and nature of the teaching and the kinds of tasks the learners were engaged in. Identify whether the teaching focused on surface features or deep features. 29

30. Using Arab Gateways Teaching about another culture Identify a teaching situation that explicitly engaged learners with another culture. Describe the context and nature of the teaching and the kinds of tasks the learners were engaged in. Identify whether the teaching focused on surface features or deep features. 30

31. Using Arab Gateways Teaching about cultures Read and view the materials for: – Calligraphy (page 78) – Veiling (page 81) – The Hajj (page 85) How do the materials show aspects of culture? How do they show change in time and place? How can they be used to develop intercultural understandings? How can they be used to address misunderstandings and stereotypes? How does intercultural understanding inform your teaching about the Arab region? 31

32. Using Arab Gateways Managing different viewpoints What are some strategies or approaches and resources used when teaching ‘controversial’ topics? 1.Plan for inclusive teaching 2.Build trust and create a positive classroom climate 3.Discuss the conditional nature of knowledge 4.Ensure inclusive discussions 5.Encourage critical thinking 6.Use the teachable moment to encourage intellectual transformation 7.Manage emotions 8.Respect and overcome resistance 9.Use experiential activities 10.Use a conceptual framework 11.Moderate classroom incivilities Source: The University of Queensland Theory into Practice Strategies, Teaching and Learning, Inclusive Strategies for Management www.tedi.uq.edu.au/cdip/pdfs/strategy_manageControversy.pdfwww.tedi.uq.edu.au/cdip/pdfs/strategy_manageControversy.pdf 32

33. Using Arab Gateways What’s already happening in my school? How is the Arab region taught in my school? Why is it taught?/Why not? In which year level and learning area is it/could it be included? (eg integrated English and humanities or science and maths) Suggestions of related resources and ideas 33

34. Using Arab Gateways Unit 1 – Diversity and change: An introduction to the Arab region Year 8 geography, history, economics, social education, global education Unit 2 – Sustainable water use: Water security in an arid region Years 9–10 geography, global education Unit 3 – Lines in the sand: 1914–18, critical years in shaping the Arab World Years 9–10 history Unit 4 – Global exchange: The Arab region’s key role in international trade Years 9–10 economics, global education, geography, history Unit 5 – Different lens: Traditional and hybridised cultural icons Years 9–10 English, history, global education, social education 34

35. Using Arab Gateways Planning a unit Choose one unit to develop. Note the curriculum focuses and year level. Note cross-curriculum priorities and general capabilities – literacy, numeracy, ICT, intercultural understanding, thinking skills. Use a concept map to build your unit. 35

36. Using Arab Gateways Developing a concept map Brainstorm key concepts. Sort /classify concepts looking for relationships between them. Draw lines between concepts to show their relationships (words can be placed on the lines to name these relationships). Include the resources needed to teach the concept. Discuss Are the concepts and relationships linked appropriately? Are important concepts missing? Are any misconceptions apparent? What supplementary learning might you need to consider? 36

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39. Using Arab Gateways Reflecting and sharing Using a graphic organiser, cartoon or other visual medium, show what you have learnt about: the resource the past, present and future of the Arab region links between the curriculum and learning about the Arab region. 39

40. Using Arab Gateways Evaluations Thank you Contact details as appropriate 40