Asia and Australia's Engagement with Asia

      The Cross-Curriculum priorities relating to Asia, and Australia's engagement with Asia is in part, described by ACARA as students learning and recognising diversity between the areas of the Asian region. "They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia and the rest of the world" ("Cross-Curriculum Priorities| ACARA", n.d.). Click on the link for further information : ACARA
      As geographical neighbours to Asia, a student may ask the question: What is happening in Asia at the same time as we are in Australia? The same time zones encourage economic trade and growth as businesses can be in contact within the same time zone.

Fig 1 (Australia Time Zone Globe", n.d.)

      Click on the following link for an extensive Australian Government document that discusses the Asia and Australian relationship, and looks at the positive impact for Australian and Asian students: National Statement for Engaging Young Australians with Asia in Australian Schools.

      As a teacher it's important to educate students on the relationship with Asia, and the benefits it brings to society here in Australia. An example of an economic partner is China: on the following link: China- Australia relations have been grown robustly. This article not only discusses economic growth, but also talks of a relational growth between the two countries.

      As well as knowing where Asia is geographically, students benefit from understanding other cultures, belief systems and societies ("National Statement for Engaging Australians with Asia in Australian Schools", (n.d.) p.8). Respect for the beliefs and cultures of others creates positive relationships.

      The Holy Bible in Matthew 19:19 states to "love your neighbour as yourself" (New Living Translation, 2004). The opportunity to put this into action with Australia's Asian neighbours shows a love for God, and an obediance to His word.

                               
                                                                       UNITY
                                                                                                     
                                                                                                                                           

                                         
                                                             Fig 2 asiancorrespondent.com

"Good neighbours learn to speak each other's languages...Good neighbours learn to respect each other's religious and cultural beliefs. Good neighbours allow for differences and to be inclusive. Good neighbours spend time with each other. Good neighbours understand that contentious issues should be resolved through negotiation." ("National Statement for engaging Australians with Asia in Australian schools" n.d., spoken by Peter Cosgrove).

References:

Cross-Curriculum Priorities| ACARA. (n.d.). Retrieved from 

       http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

National Statement for Engaging Australians with Asia in Australian Schools. (n.d.) Retrieved from

       www.mceecdya.edu.au/verve/_resources/Asia_australia_Statement_.pdf

Tyndale House Publishers (2004). Holy Bible: New Living Translation. Wheaton, Ill: Tyndale House 

       Publishers.

China- Australia relations have been grown robustly. (n.d.) Retrieved from

       www.afr.com/p/china_australia_relations_have_grown_Qp3X6LL3MTNzByP8AFZg30

Images:

Australia Time Zone Globe. (n.d.). Retrieved from

       http:/www.timetemperature.com/globes/australia-time-zone-globe.shmtl

What is it like to study in Australia?| Asia-News-Politics, Media, Education| Asia Correspondent. (n.d.). Retrieved from

       http://asiancorrespondent.com/84660/what-is-it-like-to-study-in-Australia

      

                                                      

Sustainability

      ACARA describes sustainability as "addressing the ongoing capacity of EARTH to sustain all life" ("The Australian Curriculum v4.2 Sustainability", n.d.). The Cross Curricular Priorities provide a benchmark to educate students on the importance of taking care of the world around us in a range of subject areas.

      The Holy Bible states in Genesis 2:31 "Then God looked over all he had made and he saw that it was very good!" (Tyndale House Publishers, 2004). God created the world perfectly to provide all the resources required for survival. Therefore it's the responsibility of humans to take care of the earth. This relates to one Cross Curricular key point regarding the future, and states that "Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments" ("The Australian Curriculum v4.2 Sustainability", n.d.). This link provides additional information: Australian Curriculum Sustainability.

      This video link below looks at sustainability issues:

      

      Environmental Sustainability

      www.utube.com/watch?v=Qp3eooTJkY4

      Andryck Toscano (2007)

      It's the responsibility of teachers to assist their students to acquire the knowledge, and encourage inquiry learning regarding conservation. This incorporates educating students to respect and value nature. This does require an understanding of how the natural world works together. If there is no respect for nature, animal and plant species will become extinct or decrease in numbers. Pollution will increase and ecosystems will be destroyed.

                                                                           
                                                                              An example of environmental abuse is littering.
                                                                              (The Southern News, 2013) describes the image, Fig 1 

as the turtle eating the plastic, thinking that it's food. This plastic then stays in the digestive system and over time causes stomach bloating. The turtle will eventually die of lack of nutrition and starvation. This is why it is so important to teach students about environmental conservation. A simple solution to this problem is to teach students is to put rubbish in the bin, and not leave plastic or litter where animals can consume it. This is easily incorporated in The Australian Curriculum.

.

WE CAN ALL MAKE A DIFFERENCE

Fig 1: Sea Turtle eating plastic

CR4.GLOBALSPEC,com 

(The Southern News, 2013)

References:

The Australian Curriculum v4.2 Sustainability. (n.d.). Retrieved from
      http:/www.australiancurriculum.edu.au/CrossCurriculumPriorities/sustainability
The Pacific garbage patch | The Southern News. (n.d.). Retrieved from
      http://thesouthernnews.org/2013/02/22/the-pacific-garbage-patch/
Tyndale House Publishers (2004). Holy Bible: New Living Translation. Wheaton, Ill: Tyndale
      House Publishers.


Video:

Environmental Sustainability [Video file]. (n.d.). Retrieved from
      http://www.youtube.com/watch?v=Qp3eooTJkY4

Aboriginal and Torres Strait Islander Histories and Cultures

     The Cross-Curriculum priorities for learning related to Aboriginal and Torres Strait Islanders are identified by ACARA ("Cross-Curriculum Priorities|ACARA, n.d.). One of these priorities identified is to encourage students to increase their understanding of Australia by 'engaging' with these cultures. In relation to geography, ACARA outlines the cross-curriculum priorities in the document : Shape of the Australian Curriculum : Geography (ACARA, n.d.). This blog discussion will focus on the connection between person and place, and what that means to a particular person. The place for discussion today is Uluru and focuses on the connection this place has to the Aboriginal people.

  Uluru: Image by Australian Geographic

     The Aboriginal name of Uluru was given back the traditional title on the 15th December, 1993 (Australian Geographic Journal (blogs, 2013), and was formerly known as Ayers Rock. The Anangu people located in Central Australia are the traditional land owners, and acknowledge the sacred and spiritual significance of Uluru. "Uluru marks the site of significant events from The Dreaming - when creator beings formed the landscape - and is also the home of their ancestors" (Australian Geographic Journal (blogs, 2013).

     The following link: Payla! welcome to Anangu Land discusses the spiritual significance of the land on page 4 of the document, and on page 14 discusses the reasons given in relation to not climbing Uluru. "Land is fundamental to the wellbeing of Aboriginal people. The land is not just soil or rocks or minerals, but a whole environment that sustains and is sustained by people and culture. For Indigenous Australians the land is the core of all spirituality and this relationship and the 'spirit' of country is central to the issues that are important to indigenous people today" ("Australian Indigenous cultural heritage - australia.gov.au", n.d.).

     Uluru is significant to Aboriginal people throughout the whole country. This demonstration of connection between person and place within a community assists students to understand culture and land connection. The student then has the opportunity to make a connection themselves, therefore making this place significant in their life. The benefits of this are: respect for each other and other cultures, respect for the environment and an understanding of spiritual connection to the land.

     The Holy Bible states in Genesis 2:15 "The Lord God has placed the man in the Garden of Eden to tend and watch over it"(New Living Translation, 2004). God gives us a road map to understand the importance of   caring for the land, and students can learn many valuable lessons from the Anangu people.

References: 
Aboriginal Peoples' connection to land-Queensland Museum. (n.d.). Retrieved from
      http://www.qm.qld.gov.au/Find+out+about/Aboriginal+and+Torres+Strait+Islander+Cultures/Land
ACARA (n.d.). Shape of the Australian Curriculum : Geography. Retrieved from
      http://www.acara.edu.au/verve/-resources/Shape_of_the_Australian_Curriculum_Geography.pdf
Australian Geographic Journal (blogs) (2013, April). On this day:Uluru given its Aboriginal name. Retrieved April 20, 2013 from www.australiangeographic.com.au/journal/on-this-day-in-history-uluru-given-its-aboriginal-name.htm
Australian Government (n.d.). Payla! welcome to Anangu land. Retrieved April 23, 2013,
      from http://www.environment.gov.au/parks/publications/uluru/pubs/visitor-guide.pdf
Australian Indigenous cultural heritage-australia.gov.au. (n.d). Retrieved from
      http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-cultural-heritage
Cross-Curriculum Priorities | ACARA. (n.d.). Retrieved from
      http://www.acara.edu.au/cross_curriculum_priorities.html
Tyndale House Publishers (2004). Holy Bible: New Living Translation. Wheaton, Ill: Tyndale House
      Publishers.

      Image: Retrieved from
Australian Geographic Journal (blogs) (2013, April). On this day:Uluru given its Aboriginal name.
Retrieved April 20, 2013 from www.australiangeographic.com.au/journal/on-this-day-in-history-uluru-given-its-aboriginal-name.htm