Proposed dates: Week 9 Beginning 23rd April – Week 11 Beginning 7th May Main Topic: Family
By exploring the evolving dynamics of family and relationships in Indonesia and Australia, students will become more aware of the concept of family and how it is shaped within different cultures. This will help them move toward a more heightened perception of ‘family’ in the global context.
Assessment task: English – Oral presentation Their oral presentation will explore one of the subtopics listed below and it will demonstrate an understanding of commonalities and differences between the two cultures and between the two individual families.
In their groups, students will be required to work collaboratively with a group of students from the English class in Indonesia to explore their given subtopic.
Students will be required to deliver an oral presentation lasting 3-5 minutes which focuses on explaining a certain subtopic of ‘family’ within more than one cultural context.
Students will form their own questions to fuel the interview with their peers based on the subtopic they are given.
Their final presentation should include a brief description of their peer’s family. It should also explore their subtopic and demonstrate not only the commonalities and differences between their families and families in each of the cultures in general, but also WHY they might be different. Eg. Cultural background, land mass, population, climate etc. It should also include a presentation which includes photos and or videos of their peer and their peer’s family to aid their presentation.
ICU – Journal The aim of the ICU journal is to demonstrate the students’ understanding of family in an intercultural context. It will also explore any challenges the students may have had in terms of intercultural differences and whether the cultural exchange has changed or enhanced their view of the world. Assessment tools: Oral presentation ICU written journal
Subtopics:
Family traditions/celebrations
Food
Who lives in your house? Their roles etc.
Family Rules/Expectations
Family over generations
Technology
Family interaction/quality time
Your family in the community
Timeline: 1) Create wikispace and invite students. 2) Teachers groups students according to topic (3-4 students per group from both Aus and Ind) 3) Before April 16th have students grouped, briefed on the unit and given contact details of their international peers. 4) Over the Easter holidays, students will make first contact using ICT. - Students will be given guiding questions for this to use as a catalyst for conversation. 5) Also in the holidays, students create a profile on the wikispace. 6) Term 2 begins: Students given their journals to work on throughout the unit and students write their research questions. 7) Ongoing conversations with their international peers to gain necessary information for their assessment tasks. 8) Create and present their assessment tasks.
Ideas:
Make students aware of not using slang/colloquialisms.
What does family give us? Common positives.
Brainstorms Aussie stereotype on the board.
- Break it down
Journal Ideas:
Contact log
What do you think Indonesian families are like? Stereotypes.
What were their attitudes at the beginning and how did they change?
Did they gain any new appreciations for the Indonesian culture?
Did they encounter any difficulties?
Idea collaborated on 5 October
Looking at 'family'. This is broken up to sub topics of tradition, roles, rules, expectations, dealing with conflict, family over generations.
Students will make contact with partners in holidays prior to starting the unit.
Students will work in groups of 3 - 4.
Students will then make oral, written or presentations of their partners families - this will include synthesis and journal writing to reflect similarities and differences of family.
Add: Here's the recap of everything we've discussed so far. Hopefully it's comprehensive enough, but everyone's free to add anything to the notes.
Love might playing around in people’s lives and make people falls unconditionally. But if the love a person’s been falling for is true, it will never come too late.
I have always believed in true love. True love must be the fantastic feelings to fight for what is worth and the feelings to never let go. I envied those people that received the expression that one showed only to the person they love the most. And I felt jealous for the passionate feeling which lovers shared with each other. Of course, I knew how a kiss would feel like, and I had dinner with that special person almost every night. But truthfully, being a relationship almost meant nothing to me. I knew it’s been a year since my engagement with Victor, and we were going slowly to the next step which is marriage. But the problem was he’s been very passionate about almost everything but me, especially when he was about to build his own restaurant. I wasn’t sure about him and I didn’t know why but I didn’t even bother to make sure. I never even wore the ring he gave me, and it surprised me more when he realized it. “Sophie,” he called calmly, intertwined his hand with mine “No ring,” he smiled sarcastically. I couldn’t bear to tell him about my unsure feelings and I knew I had to play dumb “So? What’s in the ring means nothing. It’s just a symbol. Right?” I lied imperfectly. Victor didn’t answer me back and I hoped it full answered his question. I could not go on with this situation and I knew something must be done right away. That’s when I planned a pre-honeymoon to Verona with Victor. I wanted to find the answer for my doubtfulness, and it felt as if I was going to get the answer in Verona. Yet it was far from what I was expected. I was left all alone by Victor who was obviously more interested with the truffle instead of walking together with me around the city of love. And I was obviously far from getting the answer, especially when an old letter ironically changed my life. It was afternoon when I met a group of girls that called themselves the secretary of Juliet. How could that even be? I had never imagined this kind of stuff existed before. They replied all the letters that girls all over the world attached at the wall of the Juliet’s resident. The letters included boys problem, marriage, heart-broken, and many else. It was the next day after I met the secretary of Juliet, and I was helping one of them collected the attached letter. Suddenly, inside of the brick, I saw a very old letter written for the Juliet. As I excitedly brought it to the gathering, I found out the romantic story was about the 50-years-ago love story. The girl in it, called Claire, was confused about whether to choose her family and old life or to run away with her true love, Lorenzo. I felt a strange feeling in my mind. It was an urgent feeling to help her. I knew I’m being silly since it’s a 50-years-ago problem and Claire might already forget what she wrote. I never expected that the letter I wrote would bring me into a new phase I had never imagined before. 3 days after I sent the letter, I got no reply that I was hoping for. Yet suddenly, a handsome young man with grey suit came looking for me. At that time, where my eyes first met him, I should have known something would come between us. Our eyes met and I stared blankly at him until out of nowhere, he scolded me. He mad at me for that letter, told me to get a life, yet after all the scolding, he just walked away. I knew Claire must be here in Verona, so I followed him secretly. I couldn’t miss this chance after all the days I’ve waited for Claire. My intuition was true. I saw a beautiful woman around 70-years-old standing next to Juliet resident wall. I approached her and started to talk to her. We had a very conversation after that for the whole night, and I made a promise to help her find her Lorenzo. It would be the best day I ever had except for the glare his grandson kept giving me. His name’s Charlie. He was very rude and I believed he did lose his manner. He cut every speech I was about to speak to Claire. And I just couldn’t forget to mention all the words he spoke that intended to mock me carefully. It annoyed me to even get close to him. Until a week after finally find Lorenzo at the countryside, 3 hours from Verona. I was so happy for Claire and I decided to stay at Verona for a month until her marriage with Lorenzo. I cut off my engagement with Victor and told him to go back without me. As for my relationship with Charlie, all the experiences we had together have really changed him. And eventually, it changed me and all of my perspectives. Every little conversation that I had with him was very amusing. He was so sweet and charming. I thought I would fall all over again and the wall around my heart that I have been building almost torn apart. Especially the confession he made to me this afternoon and I asked him to give me more time. It was hard for me to go through ever break up. I couldn’t just let myself fall again after I got hurt by Victor. “Sophie, May I come in?” Claire opened my room as she walked by. Her cheek blushed with happiness and I smiled as I could feel it too. Lorenzo must be treating her right. “Sure Claire. Is there anything I can help?” I stroke a conversation as I smiled. “Oh Sophie,” Claire said as she walked behind me and brushed my wet hair “I just want to know why are you not sure of Charlie?” This question really knocked me. I couldn’t answer Claire. I wish I could. I didn’t even know the answer myself. “I didn’t mean to interfere. I just want to remind you something,” Claire stopped brushing my hair and sat down next to me “You’re the one I have the biggest debt in life. Without the reply letter of yours, I would never be here pursuing my happiness. I remember clearly that you told me ‘the life value lies on how we go on with life’. That includes true love. I believe there must be someone in your mind as I speak. That person might not be the one who gave you passion, but you would never feel empty around him. Yet when he’s not around, you might feel the strongest passion in the world and still feel empty. You certainly know who that person is right? I don’t want to see any regrets. Because I know exactly how painful it is,” Claire’s right. The one who’s in my mind as she spoke was Charlie. I never felt lonely. Nor I felt empty. He filled me with ineffable feelings of happiness. I should have realized earlier. “Go now,” Claire said again with a smile “He’s going back to London but you’ll make it on time if you leave now,” Charlie’s leaving. I had no time. I had to run and chase him. As I ran, I couldn’t even feel my legs. My body was exhausted, especially when suddenly I bumped into someone hardly. “Victor,” I said slowly. It was coincidentally to meet him at the airport. He was as surprised as I was right now, yet the different thing was, I was surprised not because of this encounter. I felt nothing as I saw him. All the passions I had with him were all gone. “Where are you going?” I asked as I saw him carried a luggage. “I’m going back to Washington to pursue my dream. What about you?” “I’m… chasing my happiness,” I said confidently after a short pause. I smiled as I answered him. “That’s the sweetest smile I’ve ever seen,” Victor pulled me and hugged me. I guess this would be my last encounter with him. “I hope you’re happy,” Victor said as he walked away. After getting apart from Victor, I looked all over for Charlie. Yet I saw him entering the boarding room. I called for him, yet he looked at me with disappointment. The only sentence I could hear was “Hope you’re happy with Victor,”. What did he mean by that? Did he by any chance see me with Victor? But I wasn’t with Victor. I regretted it already. I regretted for not answering him right away. I regretted for not realizing sooner that he’s the one I want to be with. I left with disappointment and regret. It’s been a year since Charlie left. Claire and Lorenzo were having a trip to New Caribbean. I didn’t know where Charlie was. Apparently, he wasn’t at London. I had no intentions on going back to New York. Living as a writer in Verona might be a new challenge for me. Sometimes I wrote to Juliet, to tell story about Charlie. It’s been the seventh letter and I never got bored writing it. Dear Juliette,
It’s been exactly a year and 15 days since he left and I was left with regret. I’m still living my life happily. My first book sold out as the best seller, yet I feel no happiness in getting the profit. I would really glad if everyone’s happy with my work. I want Charlie to read it, especially because it’s a story about our memories.
I still remember clearly his laughter and voice. His crooked smile and his friendly glare engraved deeply in my heart. I will never ever forget him. I believe I’ll survive this life just by remembering my love for him. Juliette, this might be the last letter I wrote for you. The day after tomorrow, I’m going back to New York. Verona’s been a lovely city. But I need to be in reality. If writing is my passion, I’m going to start it at New York. Thank you for hearing my stories. Best of luck for you and I hope you could help all the girls around the world. With Love,
Sophie
I zipped my luggage and observed around. It’s been two days after I attached the last letter. After all the great memories, I needed to be back on reality. “Miss, there’s a letter for you,” the hotel guard knocked my door as he handed me a pink envelope. It’s different from the usual letter from the Juliette but it’s written from Juliette. I opened it and sat down at the balcony. Dear Sophie,
I didn’t leave you. I didn’t. I’m not. I won’t. I leave for you. It was the business matter at the first place that made me leave Verona. I thought you were with Victor when I saw you guys at the airport. But I wanted to believe in what I have faith in. I believe you have the same feeling as I always do feel. I’m right. You’re still waiting for me. Knowing this fact makes my heart feels unbearable happiness. My business matters were resolved already. Now I’m ready to leave London and leave with you. I’ll leave London. Please don’t chase me away because I’m going wherever you’re going. I love you. I always do. If you read this, please see me at the place where the destiny began.
Love, Charlie
I couldn’t stop crying and smiling. I couldn’t wait to see him. I knew the place right away. It was at the Juliette resident, where all the misunderstanding turned out to be the best destiny that God created for me.
Just as I’ve always said, I believe in true love. I was glad I never stop on believing. True love would surely never be in vain. Tania Shanny Lestari
Possible project: Students explore the effects of natural disasters in their communities and then they create a piece of writing which will be added to a collection of all students’ work from both Indonesia and Australia. 1) What are you trying to change? 2) How do you plan to achieve it? 3) What will students gain? 4) What value will you add to system knowledge?
1) I am aiming to change and expand on the depth of understanding that Loyola students have of the workings of their communities, why do they work the way they do? This will be in particular reference to the effects natural disasters have had on their own communities and the way the community has dealt with these disasters. I want to challenge them to think about the contingency plans put in place in our areas, are these affected by our technological development or the community’s prosperity relative to other places etc.? Once the writing pieces are written up, I want students to be able to change the way they see Indonesia and Indonesian people who have been through similar things to their own communities.
2) I plan to achieve this by doing a study of two specific natural disasters. Eg. The Black Saturday bush fires and severe flooding in Jakarta. The students will research the disasters and discuss people they know that were directly affected by their country’s disaster. Students will discuss how their communities dealt with the disaster and how this changed the community, whilst also looking into what could happen in the future, should such things reoccur. Students will write about how they perceived the disaster, how it affected them personally and what happened immediately around them as a result of the disaster. Once this is done from both sides, students will read the work of the Indonesian students in the hope of enlightening our students about Indonesia and about the way the Indonesian people have dealt with natural disasters. Through reading the other students’ work, our students will be able to see that Indonesian communities have been through similar disasters and come through it, as we have, and become familiar with their ways of dealing with such horrific events.
3) I aim for students to gain a better understanding of their own communities, and those in Jakarta. They should enhance their understanding of different cultures and embrace it. I hope that having a direct link to Indonesian people of the same age will give them the ability to really relate to these people and their stories and see them as actual people. I believe this close relationship between the two classes will greatly increase their intercultural awareness.
4) Relevant VELS points:
Taken from the VELS English domain at level 6
* ‘Students use writing to explore different perspectives on complex and challenging issues.’
* ‘Through an increasing use and control of complex linguistic structures and features, students develop their skills in conveying meaning and meeting the demands of purpose, context and audience.’
Civics and Citizenship, level 6
*Students evaluate the role of the Australian Government in the global community including Australia’s role in the United Nations, through contexts such as government responses to environmental concerns such as global warming or other issues of environmental sustainability, natural disasters, peacekeeping operations, world poverty and national and global security issues.
Interpersonal Development, level 6
* They learn to consider feelings and behaviour in a broader context that is influenced by social conventions and cultures.
Thinking processes, level 6
* when reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions.
iDeas Project Julianne Cummins
1.‘By exploring the evolving dynamics of family relationships in both cultural contexts through written and speaking tasks, students will become more aware of the commonalities and differences of family relationships, moving toward a more heightened perception of ‘family’ in the global context.’
2. Students will develop(?), produce and analyse a variety of creative written and oral texts which explore the notion of ‘family’, resulting in a body of work to be shared digitally. Students will collaborate to put together a representation of the many forms ‘family’ takes, looking not only at their own family but at families in the wider community. For example, Loyola students might look at single parent families or same sex families. Students might gather poetry, write prose, conduct and film interviews, film a significant family gathering, etc. By sharing their representations of ‘family’ with their Indonesian peers, students will be asked to reflect on how their perception of ‘family’ has broadened. Extension-Loyola students share their understanding of ‘Family’ with other Loyola students.
3. Students will develop a broader perception of ‘family’ within different Australian contexts and different Indonesian contexts. Hopefully this will inform empathic understanding of how perceptions of family shape world views. Students demonstrate this broadened perception through a piece of reflective writing? It might also be demonstrated in their own application to, e.g., their language classes and their enthusiasm to learn about the world beyond their immediate context. But how do we measure enthusiasm and empathy?
4. By trialling a joint project, we can reflect on what works and doesn’t work in terms of tasks set, integrating real time collaborative learning through ICT and obstacles that need to be addressed.
Just sharing what the students did for their project: X2 iDeas Wiki and X3 iDeas Wiki.
- Josephine
30 November - SMA Santa Laurensia Unit Plan (proposed)
Note: We may have to discuss the timeline for the precise dates.
2 November Loyola English Unit Plan
INDAUS English Unit Plan
Sample assessment criteria for oral presentation:
Proposed dates: Week 9 Beginning 23rd April – Week 11 Beginning 7th May
Main Topic: Family
Assessment task:
English – Oral presentation
Their oral presentation will explore one of the subtopics listed below and it will demonstrate an understanding of commonalities and differences between the two cultures and between the two individual families.
ICU – Journal
The aim of the ICU journal is to demonstrate the students’ understanding of family in an intercultural context. It will also explore any challenges the students may have had in terms of intercultural differences and whether the cultural exchange has changed or enhanced their view of the world.
Assessment tools:
Oral presentation
ICU written journal
Subtopics:
Timeline:
1) Create wikispace and invite students.
2) Teachers groups students according to topic (3-4 students per group from both Aus and Ind)
3) Before April 16th have students grouped, briefed on the unit and given contact details of their international peers.
4) Over the Easter holidays, students will make first contact using ICT.
- Students will be given guiding questions for this to use as a catalyst for conversation.
5) Also in the holidays, students create a profile on the wikispace.
6) Term 2 begins: Students given their journals to work on throughout the unit and students write their research questions.
7) Ongoing conversations with their international peers to gain necessary information for their assessment tasks.
8) Create and present their assessment tasks.
Ideas:
- Make students aware of not using slang/colloquialisms.
- What does family give us? Common positives.
- Brainstorms Aussie stereotype on the board.
- Break it downJournal Ideas:
Idea collaborated on 5 October
Looking at 'family'. This is broken up to sub topics of tradition, roles, rules, expectations, dealing with conflict, family over generations.
Students will make contact with partners in holidays prior to starting the unit.
Students will work in groups of 3 - 4.
Students will then make oral, written or presentations of their partners families - this will include synthesis and journal writing to reflect similarities and differences of family.
Add: Here's the recap of everything we've discussed so far. Hopefully it's comprehensive enough, but everyone's free to add anything to the notes.
Link to the English project drafts by
Emily Grills and
Julianne Cummins from Loyola
Narrative Story
English Writing Assignment
Year 12
Letter from Romeo
Love might playing around in people’s lives and make people falls unconditionally. But if the love a person’s been falling for is true, it will never come too late.
I have always believed in true love. True love must be the fantastic feelings to fight for what is worth and the feelings to never let go. I envied those people that received the expression that one showed only to the person they love the most. And I felt jealous for the passionate feeling which lovers shared with each other. Of course, I knew how a kiss would feel like, and I had dinner with that special person almost every night. But truthfully, being a relationship almost meant nothing to me. I knew it’s been a year since my engagement with Victor, and we were going slowly to the next step which is marriage. But the problem was he’s been very passionate about almost everything but me, especially when he was about to build his own restaurant. I wasn’t sure about him and I didn’t know why but I didn’t even bother to make sure. I never even wore the ring he gave me, and it surprised me more when he realized it. “Sophie,” he called calmly, intertwined his hand with mine “No ring,” he smiled sarcastically. I couldn’t bear to tell him about my unsure feelings and I knew I had to play dumb “So? What’s in the ring means nothing. It’s just a symbol. Right?” I lied imperfectly. Victor didn’t answer me back and I hoped it full answered his question. I could not go on with this situation and I knew something must be done right away. That’s when I planned a pre-honeymoon to Verona with Victor. I wanted to find the answer for my doubtfulness, and it felt as if I was going to get the answer in Verona. Yet it was far from what I was expected. I was left all alone by Victor who was obviously more interested with the truffle instead of walking together with me around the city of love. And I was obviously far from getting the answer, especially when an old letter ironically changed my life.
It was afternoon when I met a group of girls that called themselves the secretary of Juliet. How could that even be? I had never imagined this kind of stuff existed before. They replied all the letters that girls all over the world attached at the wall of the Juliet’s resident. The letters included boys problem, marriage, heart-broken, and many else. It was the next day after I met the secretary of Juliet, and I was helping one of them collected the attached letter. Suddenly, inside of the brick, I saw a very old letter written for the Juliet. As I excitedly brought it to the gathering, I found out the romantic story was about the 50-years-ago love story. The girl in it, called Claire, was confused about whether to choose her family and old life or to run away with her true love, Lorenzo. I felt a strange feeling in my mind. It was an urgent feeling to help her. I knew I’m being silly since it’s a 50-years-ago problem and Claire might already forget what she wrote. I never expected that the letter I wrote would bring me into a new phase I had never imagined before.
3 days after I sent the letter, I got no reply that I was hoping for. Yet suddenly, a handsome young man with grey suit came looking for me. At that time, where my eyes first met him, I should have known something would come between us. Our eyes met and I stared blankly at him until out of nowhere, he scolded me. He mad at me for that letter, told me to get a life, yet after all the scolding, he just walked away. I knew Claire must be here in Verona, so I followed him secretly. I couldn’t miss this chance after all the days I’ve waited for Claire. My intuition was true. I saw a beautiful woman around 70-years-old standing next to Juliet resident wall. I approached her and started to talk to her. We had a very conversation after that for the whole night, and I made a promise to help her find her Lorenzo. It would be the best day I ever had except for the glare his grandson kept giving me. His name’s Charlie. He was very rude and I believed he did lose his manner. He cut every speech I was about to speak to Claire. And I just couldn’t forget to mention all the words he spoke that intended to mock me carefully. It annoyed me to even get close to him.
Until a week after finally find Lorenzo at the countryside, 3 hours from Verona. I was so happy for Claire and I decided to stay at Verona for a month until her marriage with Lorenzo. I cut off my engagement with Victor and told him to go back without me. As for my relationship with Charlie, all the experiences we had together have really changed him. And eventually, it changed me and all of my perspectives. Every little conversation that I had with him was very amusing. He was so sweet and charming. I thought I would fall all over again and the wall around my heart that I have been building almost torn apart. Especially the confession he made to me this afternoon and I asked him to give me more time. It was hard for me to go through ever break up. I couldn’t just let myself fall again after I got hurt by Victor.
“Sophie, May I come in?” Claire opened my room as she walked by. Her cheek blushed with happiness and I smiled as I could feel it too. Lorenzo must be treating her right.
“Sure Claire. Is there anything I can help?” I stroke a conversation as I smiled.
“Oh Sophie,” Claire said as she walked behind me and brushed my wet hair “I just want to know why are you not sure of Charlie?” This question really knocked me. I couldn’t answer Claire. I wish I could. I didn’t even know the answer myself.
“I didn’t mean to interfere. I just want to remind you something,” Claire stopped brushing my hair and sat down next to me “You’re the one I have the biggest debt in life. Without the reply letter of yours, I would never be here pursuing my happiness. I remember clearly that you told me ‘the life value lies on how we go on with life’. That includes true love. I believe there must be someone in your mind as I speak. That person might not be the one who gave you passion, but you would never feel empty around him. Yet when he’s not around, you might feel the strongest passion in the world and still feel empty. You certainly know who that person is right? I don’t want to see any regrets. Because I know exactly how painful it is,” Claire’s right. The one who’s in my mind as she spoke was Charlie. I never felt lonely. Nor I felt empty. He filled me with ineffable feelings of happiness. I should have realized earlier.
“Go now,” Claire said again with a smile “He’s going back to London but you’ll make it on time if you leave now,” Charlie’s leaving. I had no time. I had to run and chase him.
As I ran, I couldn’t even feel my legs. My body was exhausted, especially when suddenly I bumped into someone hardly.
“Victor,” I said slowly. It was coincidentally to meet him at the airport. He was as surprised as I was right now, yet the different thing was, I was surprised not because of this encounter. I felt nothing as I saw him. All the passions I had with him were all gone. “Where are you going?” I asked as I saw him carried a luggage.
“I’m going back to Washington to pursue my dream. What about you?”
“I’m… chasing my happiness,” I said confidently after a short pause. I smiled as I answered him.
“That’s the sweetest smile I’ve ever seen,” Victor pulled me and hugged me. I guess this would be my last encounter with him. “I hope you’re happy,” Victor said as he walked away.
After getting apart from Victor, I looked all over for Charlie. Yet I saw him entering the boarding room. I called for him, yet he looked at me with disappointment. The only sentence I could hear was “Hope you’re happy with Victor,”. What did he mean by that? Did he by any chance see me with Victor? But I wasn’t with Victor. I regretted it already. I regretted for not answering him right away. I regretted for not realizing sooner that he’s the one I want to be with.
I left with disappointment and regret. It’s been a year since Charlie left. Claire and Lorenzo were having a trip to New Caribbean. I didn’t know where Charlie was. Apparently, he wasn’t at London. I had no intentions on going back to New York. Living as a writer in Verona might be a new challenge for me. Sometimes I wrote to Juliet, to tell story about Charlie. It’s been the seventh letter and I never got bored writing it.
Dear Juliette,
It’s been exactly a year and 15 days since he left and I was left with regret. I’m still living my life happily. My first book sold out as the best seller, yet I feel no happiness in getting the profit. I would really glad if everyone’s happy with my work. I want Charlie to read it, especially because it’s a story about our memories.
I still remember clearly his laughter and voice. His crooked smile and his friendly glare engraved deeply in my heart. I will never ever forget him. I believe I’ll survive this life just by remembering my love for him.
Juliette, this might be the last letter I wrote for you. The day after tomorrow, I’m going back to New York. Verona’s been a lovely city. But I need to be in reality. If writing is my passion, I’m going to start it at New York. Thank you for hearing my stories. Best of luck for you and I hope you could help all the girls around the world.
With Love,
Sophie
I zipped my luggage and observed around. It’s been two days after I attached the last letter. After all the great memories, I needed to be back on reality.
“Miss, there’s a letter for you,” the hotel guard knocked my door as he handed me a pink envelope. It’s different from the usual letter from the Juliette but it’s written from Juliette. I opened it and sat down at the balcony.
Dear Sophie,
I didn’t leave you. I didn’t. I’m not. I won’t. I leave for you. It was the business matter at the first place that made me leave Verona. I thought you were with Victor when I saw you guys at the airport. But I wanted to believe in what I have faith in. I believe you have the same feeling as I always do feel. I’m right. You’re still waiting for me. Knowing this fact makes my heart feels unbearable happiness.
My business matters were resolved already. Now I’m ready to leave London and leave with you. I’ll leave London. Please don’t chase me away because I’m going wherever you’re going.
I love you. I always do. If you read this, please see me at the place where the destiny began.
Love,
Charlie
I couldn’t stop crying and smiling. I couldn’t wait to see him. I knew the place right away. It was at the Juliette resident, where all the misunderstanding turned out to be the best destiny that God created for me.
Just as I’ve always said, I believe in true love. I was glad I never stop on believing. True love would surely never be in vain.
Tania Shanny Lestari
Back to the top
Emily Grills English Project
Possible project: Students explore the effects of natural disasters in their communities and then they create a piece of writing which will be added to a collection of all students’ work from both Indonesia and Australia.
1) What are you trying to change?
2) How do you plan to achieve it?
3) What will students gain?
4) What value will you add to system knowledge?
1) I am aiming to change and expand on the depth of understanding that Loyola students have of the workings of their communities, why do they work the way they do? This will be in particular reference to the effects natural disasters have had on their own communities and the way the community has dealt with these disasters. I want to challenge them to think about the contingency plans put in place in our areas, are these affected by our technological development or the community’s prosperity relative to other places etc.? Once the writing pieces are written up, I want students to be able to change the way they see Indonesia and Indonesian people who have been through similar things to their own communities.
2) I plan to achieve this by doing a study of two specific natural disasters. Eg. The Black Saturday bush fires and severe flooding in Jakarta. The students will research the disasters and discuss people they know that were directly affected by their country’s disaster. Students will discuss how their communities dealt with the disaster and how this changed the community, whilst also looking into what could happen in the future, should such things reoccur. Students will write about how they perceived the disaster, how it affected them personally and what happened immediately around them as a result of the disaster. Once this is done from both sides, students will read the work of the Indonesian students in the hope of enlightening our students about Indonesia and about the way the Indonesian people have dealt with natural disasters. Through reading the other students’ work, our students will be able to see that Indonesian communities have been through similar disasters and come through it, as we have, and become familiar with their ways of dealing with such horrific events.
3) I aim for students to gain a better understanding of their own communities, and those in Jakarta. They should enhance their understanding of different cultures and embrace it. I hope that having a direct link to Indonesian people of the same age will give them the ability to really relate to these people and their stories and see them as actual people. I believe this close relationship between the two classes will greatly increase their intercultural awareness.
4) Relevant VELS points:
Taken from the VELS English domain at level 6
* ‘Students use writing to explore different perspectives on complex and challenging issues.’
* ‘Through an increasing use and control of complex linguistic structures and features, students develop their skills in conveying meaning and meeting the demands of purpose, context and audience.’
Civics and Citizenship, level 6
*Students evaluate the role of the Australian Government in the global community including Australia’s role in the United Nations, through contexts such as government responses to environmental concerns such as global warming or other issues of environmental sustainability, natural disasters, peacekeeping operations, world poverty and national and global security issues.
Interpersonal Development, level 6
* They learn to consider feelings and behaviour in a broader context that is influenced by social conventions and cultures.
Thinking processes, level 6
* when reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions.
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iDeas Project Julianne Cummins
1.‘By exploring the evolving dynamics of family relationships in both cultural contexts through written and speaking tasks, students will become more aware of the commonalities and differences of family relationships, moving toward a more heightened perception of ‘family’ in the global context.’
2. Students will develop(?), produce and analyse a variety of creative written and oral texts which explore the notion of ‘family’, resulting in a body of work to be shared digitally. Students will collaborate to put together a representation of the many forms ‘family’ takes, looking not only at their own family but at families in the wider community. For example, Loyola students might look at single parent families or same sex families. Students might gather poetry, write prose, conduct and film interviews, film a significant family gathering, etc. By sharing their representations of ‘family’ with their Indonesian peers, students will be asked to reflect on how their perception of ‘family’ has broadened. Extension-Loyola students share their understanding of ‘Family’ with other Loyola students.
3. Students will develop a broader perception of ‘family’ within different Australian contexts and different Indonesian contexts. Hopefully this will inform empathic understanding of how perceptions of family shape world views. Students demonstrate this broadened perception through a piece of reflective writing? It might also be demonstrated in their own application to, e.g., their language classes and their enthusiasm to learn about the world beyond their immediate context. But how do we measure enthusiasm and empathy?
4. By trialling a joint project, we can reflect on what works and doesn’t work in terms of tasks set, integrating real time collaborative learning through ICT and obstacles that need to be addressed.
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