Issue September 2020: Term 3

NEWSLETTER Term 3 Week 10 2020 Global Education

Global citizenship is a core value of our Global Education program, and throughout the past ten weeks, our students have been doing just that. From international leadership conferences, to developing sustainable partnerships in our community, to innovating through the entrepreneurial program to expressing their voice through proactive ventures – our students have indeed embedded this ideology. It has been my pleasure to witness the development of our programs to increasing numbers within Pimlico Think Tank and Model UN Project, to laying the ground work for global education implementation in other departments within our school. If you have any questions or would like to know more information regarding our programs, please contact me on [email protected].

Issue September 2020: Term 3 Page Speakeze Communication Program 02-03 Model UN: MUN Day 04-06 International Leadership Conference 07 Create Your Future Job Program 08-09 Pimlico Think Tank: Native Tree Day 10-11 Pimlico Experience: Global Education 12 Assessment Perspectives 13 Overview Assessment: Term 4 14 21st Century Skills: Part 2 15

Website: https://pimlicoshs.eq.edu.au/curriculum/subjects-and-programs/global-education

One of our key attributes of being an effective global citizen at Pimlico SHS is communication. To help support students in this space, the Global Education Department has their very own professional communication coach, Ms. Joanne Kenue. In late 2016, Joanne set up Speakeze, a high-school based program for communication coaching. We caught up with Joanne to share some of her stories and successes she has had with our students.

What is the Speakeze Program at Pimlico SHS? Joanne: I have had the privilege of coaching, adjudicating and coordinating public speaking competitions over the past several years. This started with me being a National Rostrum Voice of Youth finalist and a Jaycees Youth Speakers for Aus- tralia winner. Utilizing these skills, it gave me the ability to work all over the world – most recently in San Francisco, United States for the past 15 years. Sadly though, I have witnessed a deterioration in young people's face to face skills, and now more since the advent of the mobile phone and the growing importance of social media. I thus, decided, slowly on the side at first to begin a business that aimed to coach young people in public speaking skills. Using my skills and expertise from working in Silicon Valley, I utilise the video camera as a tool for reflection in my classes. I can show students a copy of their speech immediately and ask them, how they would improve it – and they are all, always spot on. This removes me from having to be critical, as it is student-driven. I can give them positive encouragement 95% of the time - and let them recognise where they can further improve. It's funny - kids find themselves being filmed very confronting, and yet they live in time of the video. Video is the most powerful tool, but they (students) are all so self-conscious that they are fearful of being filmed. I’ve noticed the girls now wearing full make-up and eye lashes to my classes. Haven't the times changed? But students must confront the video and being on film because this is the method that many of them will work in during their careers - so they may as well become confident with it now.

Communication plays a core part in the 21st century skills in which the Global Education Department is founded, can you explain how Speakeze plays an important part in this development? Joanne: When I set up Speakeze in 2016, I knew I had to work within public high-schools to have the most impact to benefit students. In 2016, I sent out a letter to every Principal in Townsville introducing Speakeze and communication coaching. As a Pimlico Alumni - I am so very proud that Pimlico immediately recognised the value in professional communication coaching. Glossophobia, the fear of Public Speaking - requires specialised skills training to overcome. Isn't it interesting - we learn all these skills at school - how to add up, how to write an essay - but never does a class actually teach us how to speak. We can almost pay someone to do everything we need done - to do our hair, write our resume, and do our taxes - but we can never pay someone to SPEAK for us. To truly understand what we think in our own brain and why or more importantly, how we express ourselves. Having lived and worked in San Francisco and within the entrepreneurial world, I will state that the number ONE skill that today’s work environment requires is strong communication skills. Con- temporary work environments work collaboratively - in pro- ductive teams - the success of these teams is the way the members communicate with each other. Speakeze allows students to develop these skills, so they are at the front lines of communication when they enter the workforce and be effective, young, innovative Australians.

PAGE 2

What type of projects do you offer within the Speakeze Program? Joanne: Kids don’t how to have a conversation anymore, they don't want to talk on the telephone with people they don't know - we need to go back to basics and teach children the theory of this - seeing they are not practicing it so often in their peer groups. Kids just don’t know these skills. I coach in speech structure and then in delivery and the use of their voice tool box through the utilization of technology. I have created many unique communication activities that engage kids in a fun way. I believe it is all about practice - practice - in every 40 minute class each student has to pop up and speak in front of the class in some form. It's amazing to watch the students’ progress and see them develop throughout the programs.

What are some of the successes you have had with students at Pimlico SHS who have taken part in your program? Joanne: I feel very fortunate to be able to work with young people within the school environment. It's those kids that are crying under the table, or suddenly are in front of their class, who go red from the neck up at the request to speak in front of the class. Then two years later they stand on the PAC (Performing Arts Complex) stage and deliver their personal message at the Grade 11 Speech night. To see right before me the growth in their self-confidence and self-esteem is very re- warding to me. I support students within all the Global Education programs; The Pitch in Year 8, the Videos for Change and National Project in Year 9, to the Year 10 Global learning classes with the Year 7 students, to supporting our projects/ programs in Year 11 and 12. Furthermore, I support students outside the Global Education program through one-on-one training throughout the school year.

What made you turn to becoming a communication coach at Pimlico SHS? Joanne: People talk about “communication" .... How important it is etc. etc. But there are few places where you can learn HOW to do this. Like anything there are tricks of the trade - a simple recipe to follow that works well every time. However, I aim to find the individual speaker in each student. Each has their own style. My aim is to bring out the uniqueness in each young person. If the young person is shy and has a dry wit - let's celebrate that - and bring it out. Students learn that cutting and pasting from Google is not the best speech. It is their own words - the way they say something - that is best said to an audience. Giving them the confidence to trust their own words and celebrate their personal stories and learnings - that's what we are on about.

PAGE 3

Model UN or Model United Nations has been one of the corner- stones of the Global Education program here at Pimlico SHS for past several years; yet with the expansion of these activities and student interest, it was decided to develop a group focused on cultivating Model UN knowledge and skills for our students to become effective ambassadors, globalised citizens and leaders of tomorrow – thus Model UN Project was formed.

Model United Nations is an educational simulation and academic activity in which students can learn about diplomacy, international relations, and the United Nations. MUN involves and teaches participants speaking, debating, and writing skills, in addition to critical thinking, teamwork, and leadership abilities. Participants in Model United Nations conferences, known as delegates, are placed in com- mittees and assigned countries to represent, where they represent members of that body.

One of the greatest aspects of MUN is the ability to collaboratively work, develop negotiation skills and find solutions to world issues with students from around the world; we as a school have been present in local, national and international conferences. We have been represented at our local conferences; Model United Nations North Queensland (MUNNQ) and the UN Youth. At a national level we have worked with the ASEAN Youth Forum, the ASEAN Youth Go Program and invited to take part in Bond University Model United Nations (BUHMUN) on the Gold Coast. At an international level we have represented Pimlico/Australia at Concordia International School Shanghai, China (CISSMUN). Due to the impacts of COVID-19 and the restrictions, we have organised our very own Model UN Project Event Day, in which students started to unpack the MUN world in further detail and participate in a formalised debate.

PAGE 4

Students have been working in their lunchtimes over the past several weeks to formulate research on their selected country, develop research position papers on the two topics (Climate Change and Kashmir Conflict), established their opening speeches and finally tried to wrap their head around the rules and regulations of the symposium. This all was cultivated in our own Model UN Pro- ject Event Day, where students took part in five workshops, result- ing in two formal debates.

Students got to take part in an interactive crisis point activity, in which they take on roles of individuals involved in a conflict and had to apply problem-solving, innovation and effective communication to generate ideas to solve the issue. Secondly, we spent some time unpacking the rules of Model UN, and having a practice interactive quiz to highlight the various motions and regulations to make a conference committee run smoothly. Thirdly, we examined some contextual information on the United Nations (UN), with an exciting UN-bingo activity where students were asked general/specific questions relating to the UN and its poli- cies worldwide with prizes.

Our fourth and fifth activities were the debates themselves. Our first debate on climate change was an educational/step-by-step debate as many students had not been in a formalised MUN debate. Students generated some excellent opening speeches; full of passion, awareness and posed solutions to the crises. Throughout the debate, it was excellent to see the various year levels working together to attain a common goal, and at times some intense negotiation was required to get other countries on side for their issue. The second debate on the Kashmir Conflict, was were students really developed their craft.

We had some outstanding speeches from our Year 9 students, some very well-thought out and thought-provoking amendments to our resolution from our Year 11-12s, and even our Year 7 started a heated debates on the effective use of education to prevent further bloodshed. Finally, students were permitted to dress in formalised clothing (prerequisite for national/international conferences), which they thoroughly enjoyed. I do have to admit, we all look pretty smick when everyone is dressed up! Well-done everyone for your professionalism across the day.

PAGE 5

One of the highlights that sets our group apart from others, is our mentorship aspect. As MUN is a developing activity, we have certain members of our group who have represented Pimlico nationally/internationally, and they work to cultivate the craft of the less-experienced students. This demonstrates the true nature of MUN, negotiation, diplomacy and effective teamwork to reach a common goal through the development of the 21st century skills.

Our group now consists of 30 students from Year 7-12, if you are interested or would like to know more, or even come join our organisation, please see Mr. Harting (M-block) for further details.

“I thoroughly enjoyed the opportunity to present ideas and try work together to solve some of the world’s issues. Even though it was a day, I feel like I have learnt more about the world – Anna (Year 11)”.

“Today was an exciting experience which opened up many ideas and communication had not considered. It was interesting to discover peoples and countries stance on climate change and the Kashmir conflict” – Isulu (Year 9).

“The most challenging thing for me personally across the day was coming up with suitable solutions and amendments in the debate. I had no problem speaking on my opinions on other concepts, but creating a written solution was more diffi- cult” – Lara (Year 11).

“The openings speeches were a little confronting in the sense of talking and sharing your ideas, but I am improving and that is the most important part” – Gracelyn (Year 8).

PAGE 6

Ten senior students from Pimlico SHS had the distinction of rep- resenting Australia on the world stage at the 3-Day International Student Leadership Virtual Forum in Hawaii, The United States. This leadership forum was presented in partnership with 75th Commemoration Pearl Harbor Partners, in support with Educa- tion Queensland International. The 3-Day Virtual Leadership Fo- rum brought together youth from around the world with military, civilian, and academic international leaders to explore the char- acter and leadership traits that defined the men and women of World War II. Students had the opportunity to engage with a variety of individuals to learn and experience how leadership was established throughout World War Two.

Our students had the chance to participate in virtual tours of the Pearl Harbour National Memorial, USS Bowfin Submarine, Pearl Harbour Aviation Museum, and the Battleship Missouri Memori- al. Throughout these tours they examined historical elements of World War Two, leadership qualities in the conflict and personal stories and experiences of individuals that were associated with each of the excursions.

One highlight was the interactive experience with Daniel K. In- ouye Asia-Pacific Centre for Security Studies, where students par- ticipated in an open forum on leadership traits. Students presented questions and engaged in discussions on how an effective leader is shaped and what traits highlight the most effective leaders in our modern world and World War Two.

Throughout this 3-day leadership forum students were involved in discussion amongst themselves, examining their own leadership potential, deconstructing and analysing the situations and scenarios presented through the forum and expressing their own views on the international stage.

Student, Hollie M highlighted that her leadership style was al- tered throughout this forum, “the idea that age doesn’t always qualify for the best knowledge, it’s the experiences we forum overtime to become effective leaders’. Student, Connor B indicat- ed that “there are multiple diverse styles of leadership, and there are no right or wrong directions you can take, you form your own direction”. Josh suggested that, “the idea of self-sacrifice, not just in terms of life and death but in power and ambition is holding into your sacrifices is antithesis to this concept of leadership”.

PAGE 7

Pimlico State High School has been invited to participate in an innovative program to develop entrepreneurial skills for twenty selected Year 10 students. The program ‘Creating Your Future Job’ is run by the Australian School of Entrepreneurship (ASE) in partnership with the Global Education department at Pimlico SHS and funded through the Queensland Government’s Department of Small Business and Training (DEBST). Students were nominated by their business/social-science teachers for this program and could self-nominate, there were forty-five were nominated, there were twenty selected for this exciting program.

The Australian School of Entrepreneurship (ASE) is a social enter- prise that helps develop the entrepreneurial skills of school students, young entrepreneurs and any youth with a passion for innovation. Their mission is to provide every young person with the skills, resources and mindset they need to start their very own business. Throughout the next thirteen weeks; students will develop their leadership and business mindset and ideals, receive a set of micro-credential certificates which are skill based, and receive personalised mentoring through the course, take part in a pitch to promote their own business through a seed grant offer and work with industry professionals in the field.

Students are developing their abilities on business and personal development through the lens of entrepreneurship and business principles through practical and interactive activities. Students have four micro-credential certificates that focus on communication skills, negotiation, financial literacy and employability skill development. After developing the skills for entrepreneurship, students will dive into the ideation process to identify problems and solutions to develop their business, marketing plans to promote their prototype, to in theory, develop a profitable business.

PAGE 8

They will pitch their newly formed business idea to apply for seed invest- ment and work with local partners to formulate their ideas. The final section of the course is focusing on sale tech- niques, and e-commerce strategies to make their business visual in the Townsville/Queensland markets. A highlight of the end of the course, is students have the ability to pitch their ideas to a panel of judges who will provide industry-relevant feedback to support their business.

PAGE 9

One of the key projects that the Pimlico Think Tank has been developing over the past several weeks is environmentalism.

The group has been investigating how they can support environmentalism through either our carbon neutral programs or volunteering within our local Townsville region. As part of their sustainable tree project, the students decided they were go- ing to volunteer their time to support a local non-for-profit group, Landcare Australia. They did this on Saturday morning with an early start at school at 7am! The program was run by Coastal Dry Topics Inc, our local Landcare organisation in

Townsville at the Bohle Wetlands, which is one of the seven sites they manage in the Townsville region. Students were intro- duced to the site and they examined the history, risks and hazards and reasons behind why this region was chosen for development. Students over the course of the morning were instructed on how to plant a range of native bushes and trees, using knowledge from the Landcare group.

PAGE 10

The students focused on mulching, removing weeds, planting, wa- tering, and tagging all the native plants within the three areas on the site. Furthermore, students got the chance to participate with

Creek Watch, a Townsville City Council program developed to examine our waterways health. Students got the ability to fish around in the local pond, analyse and interpret their findings through visual aids and inspections against a set of criteria to which they had to determine the impacts the creek was having on the native wetland.

It was great to see their enthusiasm, positive interactions with the public and keen motivation towards protecting their environment.

Students throughout the morning developed and utilised 21st century skills of critical thinking, effective communication, collaboration and innovation to develop solutions for future programs on the site and on the protectionism of the creek. The group will now evaluate their plans moving forward in the hopes of adopting a site within Townsville to support through the Pimlico Think Tank initia- tive.

PAGE 11

One of the highlights on the school calendar is the Year 7 Transition Nights in Term 4. However, due to the COVID-19 restrictions this year, Pimlico SHS decided to go virtual with Pimlico Experience. The Global Education Department was part of this new venture, with our very own video highlighting key programs, a Q/A session and a creative interactive project that all students could take part in. One of the highlights for students was to share their experiences on camera, from the different programs/projects that they have taken part within Global Education. Students spoke with passion, determination and positive attitude to highlight and share some of their experiences with the general public and our New Year 7 students. The video is currently as a link on the Pimlico SHS website, https://pimlicoshs.eq.edu.au/calendar-and-news/news/the-pimlico- experience-open-day.

PAGE 12

In our previous newsletter, there was information relating to the new units that students within the Global Studies program would undertake in Term 3. From emerging business plans, to establishing the rights of Australian citizens, to evolving national projects on a range of national issues to taking part in an international collaboration climate change project – Global Studies students have been establishing themselves as true Global Citizens. We caught up with some of the Global Studies students across the program to hear what they thought about their units of work, and more importantly – what skills they are developing to help them demonstrate being an effective Pimlico SHS Global Citizen.

Year 7 – Business in the Real World “I like how the tasks we are given helps us feel like part of the community. More importantly, it assists us to recognise the roles as citizens in Australia. Skills I have developed are researching skills and finding reliable information and visually repre- senting this information through action plans.” – Habiba

“I like the fact that we are learning about interesting and controversial topics – something in my previous school we didn’t do. “– Leila

“I believe the skills I am currently learning will benefit my future, as I am learning to back up my ideas with evidence. The skills of critical thinking will help me think about the bigger picture not a narrow view.” – Aaron

Year 8 – Participation, Opportunity and Responsibility “Skills such as time management and critical thinking to unpack various ideas from an entrepreneur perspective. This has made me view concepts differently and explore different challenges I might face.” – Joanessa

“Research is my favourite part as I can choose where I can find my information and I believe it helps with my understanding further. A skill I am learning is making use of criticism and feedback effectively to improve my abilities.” – Dana

Year 9 – Global Citizen in Action - The National Project “Having the opportunity to make a positive change in our community and have our voice and ideas heard are the most important aspects within the program. I feel like the skills I have learnt are collaborating, team work and problem solving.” – Abby

“Being able to talk about topics that interest me is one of the aspects I enjoy most about Year 9. We get to learn how to work as a team and use other skills, such as problem-solving. Being able to work as a team helps in a multitude of jobs which will benefit me greatly once I leave school.” - Samuel

Year 10 – International Collaboration Project: Decarbonize Decolonize “One of the aspects I enjoy most about this current unit (Climate Action) is the ability to learn about real world issues. Some of the skills I have developed are collaboration and communication, which is important in this international program. This will benefit me in situations where I need to work with others in the workplace and help me communicate ideas throughout my daily life.” – Mia

“I enjoy the interactions with my group, but the independence I gain with the ability to choose which journey I take. I believe I am learning real life skills such as proper research and I have gained much more confidence in myself when I speak in front of others. I feel that self-confidence is the most important in my future, so I can stand up tall and be proud with what I am saying.” – Sofia

“I am developing my communication skills so that I can develop effective relationships with people outside school and in the wider community/world. The Decarbonize-Decolonize program is interesting and it makes me feel like I have a voice that can really impact and change the world.” – Taylor PAGE 13

In Year 7 students will start an investigative task into the Ancient Past with an explicit focus on Ancient Egypt. Across the course of the unit students will unwrap the significance of Hat- shepsut and examine his role within society through the lens of cultural analysis. Further- more, students will cross-examine life of a noble in Ancient Egypt, to a life of a child during the 2011 Arab Spring revolutions to a comparison of their own lives to cultivate the 21st century skills of critical thinking, effective communication, evaluation and analytical thinking. Students will develop their ideology of responsible global citizens through understanding events of the past can influence the future. Unit: The Ancient Past and Egypt Assessment Style: Multi-task – Life Stories Task Due Date: Monday 23rd November 2020

In Year 8 students will start examining the ideology of conquest through the lens of exploration of Cen- tral/South Americas by the Spanish. Students will cultivate understanding and critically analyse the caus- es and effects of Spanish influence in this region of the world. Throughout the unit they will explain diverse interpretations of the past through their visual representation of an art piece. Students will unlock their creativity through producing an art piece that reflects a visual exemplification of this period of time. Students will utilise the 21st century skills of critical thinking, creative thinking, innovation, collaboration and social skills to develop their artwork.

Unit: The Art Piece – Conquest Assessment Style: Art piece with written submission Due Date: Monday 2nd November 2020

In Year 9 students will participate in a communication project called Videos for Change. This program allows them the opportunity to make a one-minute video on issues that may affect students or something students feel strongly about. The role of the video is to build students social advocacy skills and give students a platform to amplify their global message. This program will be developed alongside our communication coach, Joanne Keune and the Speakeze program. Students will develop 21st century skills through communication using video, ICT skills and personal and social skills to truly highlight their chosen message.

Unit: Global Citizen in Action – Videos for Change Assessment Style: Video project Due Date: Monday 23rd November 2020

In Year 10 students are working on their ‘Decarbonize Decolonize’ project. In this unit, students will develop and apply enterprising behaviours and capabilities, and knowledge, understanding and skills or inquiry, to investigate familiar, new and complex real world national problem. The students, as a class, will identify a national issue, propose solutions and develop a suitable funding model to implement the solution. The students will investigate the values and practices that enable a demo- cratic society to achieve best outcomes for a problem/issue while minimising risk to society (economic and social) and/or arguing for risk taking. This unit allows students to develop a range of 21st century skills such as adaptability, collaboration, communication, digital fluency, empathy, resili- ence, entrepreneurial mindset, social diversity awareness and analysis/solution mindsets.

Unit: Decarbonize Decolonize Project Assessment Style: Portfolio submission Due Date: Term 4 TBA (due to nature of the program)

PAGE 14 ACADEMIC INSIGHT: IMPORTANCE OF 21ST CENTURY SKILLS

The first tier of these skills are – Collaboration and teamwork; Creativity and imagination; Critical thinking; Problem solving. The second tier of important 21st century skills are – Flexibility and adaptability; Global and cultural awareness; Information literacy; Leadership. The driving force for the 21st century is the intellectual capital of citizens. Political, social and economic advances during this millennium will be possible only if the intellectual potential of the younger generation is developed now.

We are warned by experts that our children need improved 21st century skills. Without these skills, they will not be able to successfully participate in the global economy. They won’t be adequately prepared for college and work.

We live in a global society which means that now, more than ever, awareness is the key. Students need to develop a broader understanding of the world. This means helping your students understand global issues, such as environmental awareness, economic, financial and business awareness. You can also help them grasp the importance of health and wellness awareness. Of course, content knowledge is imperative, but students also need to develop their personal skills, such as leadership, adaptability and self-direction. By working with your students, you can nurture the development of 21st century skills that will help them succeed in school and in life.

Skills, 2. (2020). 21st Century Skills - The Progressive Teacher. Retrieved 7 September 2020, from http:// www.progressiveteacher.in/21st-century-skills/

For any feedback on the newsletter, please contact Mr. Harting (Global Education Coordinator) on PAGE 15 [email protected]