Stuartholme conference friday march 7, 2014 2glcbris84
The document discusses global citizenship education and its importance for students. It provides an overview of key skills needed for the 21st century, such as understanding cultural differences, critical thinking, and participating in politics. Effective pedagogies involve experiential and participatory learning that engage both cognitive and affective skills. Resources available to teachers include the Global Learning Centre website, which provides digital and online materials to help develop global citizens.
ONEXONE is a nonprofit organization dedicated to improving the lives of children globally through programs focused on water, health, education, play, and food. It aims to ensure every child has access to clean water, enough food, medical care, education, and opportunities for play. ONEXONE partners with organizations like Right to Play to provide sports equipment and safe play areas for over 12,600 refugee children in Chad. Early childhood educators are attracted to work with ONEXONE to help children in need globally and support their social and physical development through play.
Children's Right to be Heard: Listening Carefully to Children CandKAus
Do you think your mum knows everything you do here?
No, my mum doesn't know everything I do here. She doesn't know
about our talks. She doesn't know that we talk about being grown
ups and being kids. She doesn't know that we talk about tricky
things.
Lachlan (4.1 years)
CONT...
My mum thinks I play with blocks and cars and do painting. She
doesn't know that we talk about feelings and about being grown
ups. She doesn't know that we talk about tricky things. I don't
think she knows that we talk about how to solve problems either.
Oliver (4.3 years)
My mum
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
Global literacy for a Fairer World, Arezzo, 9-10 april 2014katiecdec
This document outlines an EU-funded global citizenship education project led by CDEC in the UK, Czech Republic, Poland, and Ghana. The project aims to build teachers' confidence in incorporating global learning into their lessons to help students understand interdependence between countries and take meaningful action towards a fairer world. Key elements include participatory and experiential learning, conducting student audits to assess knowledge of global issues, and exploring different levels of student participation in school. Resources are provided on the project website to support these goals.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
This document outlines lessons on global citizenship for high school students. It introduces the concept of global citizenship and how it relates to but differs from national citizenship. The lessons examine what it means to be a global citizen, the rights and responsibilities that come with global citizenship, and how individuals can take local actions that contribute to global issues. The document provides learning objectives, essential questions, and outlines for four lessons that align with Common Core State Standards.
The document discusses equity and excellence in education. It defines equity as raising achievement for all students while narrowing gaps between high and low performers, and eliminating racial predictability. It notes that equity is often confused with equality, where providing equal support perpetuates performance disparities. The document proposes a coffee talk protocol for participants to read related articles, reflect individually in writing, discuss with others, and debrief as a group. The goal is to enlarge thinking and address hard to discuss racial gaps in student achievement.
Stuartholme conference friday march 7, 2014 2glcbris84
The document discusses global citizenship education and its importance for students. It provides an overview of key skills needed for the 21st century, such as understanding cultural differences, critical thinking, and participating in politics. Effective pedagogies involve experiential and participatory learning that engage both cognitive and affective skills. Resources available to teachers include the Global Learning Centre website, which provides digital and online materials to help develop global citizens.
ONEXONE is a nonprofit organization dedicated to improving the lives of children globally through programs focused on water, health, education, play, and food. It aims to ensure every child has access to clean water, enough food, medical care, education, and opportunities for play. ONEXONE partners with organizations like Right to Play to provide sports equipment and safe play areas for over 12,600 refugee children in Chad. Early childhood educators are attracted to work with ONEXONE to help children in need globally and support their social and physical development through play.
Children's Right to be Heard: Listening Carefully to Children CandKAus
Do you think your mum knows everything you do here?
No, my mum doesn't know everything I do here. She doesn't know
about our talks. She doesn't know that we talk about being grown
ups and being kids. She doesn't know that we talk about tricky
things.
Lachlan (4.1 years)
CONT...
My mum thinks I play with blocks and cars and do painting. She
doesn't know that we talk about feelings and about being grown
ups. She doesn't know that we talk about tricky things. I don't
think she knows that we talk about how to solve problems either.
Oliver (4.3 years)
My mum
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
Global literacy for a Fairer World, Arezzo, 9-10 april 2014katiecdec
This document outlines an EU-funded global citizenship education project led by CDEC in the UK, Czech Republic, Poland, and Ghana. The project aims to build teachers' confidence in incorporating global learning into their lessons to help students understand interdependence between countries and take meaningful action towards a fairer world. Key elements include participatory and experiential learning, conducting student audits to assess knowledge of global issues, and exploring different levels of student participation in school. Resources are provided on the project website to support these goals.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
This document outlines lessons on global citizenship for high school students. It introduces the concept of global citizenship and how it relates to but differs from national citizenship. The lessons examine what it means to be a global citizen, the rights and responsibilities that come with global citizenship, and how individuals can take local actions that contribute to global issues. The document provides learning objectives, essential questions, and outlines for four lessons that align with Common Core State Standards.
The document discusses equity and excellence in education. It defines equity as raising achievement for all students while narrowing gaps between high and low performers, and eliminating racial predictability. It notes that equity is often confused with equality, where providing equal support perpetuates performance disparities. The document proposes a coffee talk protocol for participants to read related articles, reflect individually in writing, discuss with others, and debrief as a group. The goal is to enlarge thinking and address hard to discuss racial gaps in student achievement.
The document discusses global citizenship and what it means to be a global citizen. It defines a citizen as a member of a state or nation who owes allegiance to its government. Good citizenship involves being law-abiding, paying taxes, voting, and contributing to the community. A global citizen understands our interconnected world, respects diversity, and takes action against injustice on a global scale. The document suggests ways to begin becoming a global citizen such as understanding our place in the world and standing up for global causes.
NYCI Young Voices Final Report DRAFt for webDermot O'Brien
The document summarizes the process undertaken by the National Youth Council of Ireland to gather input from young people on issues affecting their lives in Europe. Over 18 months, they held consultation events where over 250 young people provided feedback. Their responses were brought to three EU youth conferences by Irish youth delegates. This resulted in 16 recommendations focused on improving education, mental health support, volunteering opportunities, and creating spaces for interaction between young people from diverse backgrounds. The recommendations aim to make Europe more inclusive, connected and diverse.
1) Legacy International is celebrating its 30th anniversary in 2019, having been founded in 1979 in Virginia with a mission of bringing diverse groups together through youth programs to build cultural understanding and peace.
2) Over 30 years, Legacy has expanded its programs globally to over 110 countries, focusing on leadership development, capacity building, civic education, and strengthening civil society through youth exchanges, training programs, and community initiatives.
3) Legacy has directly served over 170,000 people and its alumni network spans the globe, continuing its work to address issues like conflict, poverty, and environmental challenges through local capacity building and empowerment.
Global citizenship recognizes that people's actions can have consequences around the world due to increasing global interdependence. It involves being aware of global issues and participating to address social injustices and environmental challenges from the local to global levels. For young people to be effective global citizens, they need skills like problem solving, critical thinking, communication and collaboration to navigate the complexities of the 21st century world.
An Organisational Analysis of the World Indigenous Nations Higher Education C...Che-Wei Lee
The document provides an overview and analysis of the World Indigenous Nations Higher Education Consortium (WINHEC). It discusses WINHEC's role in facilitating indigenous nation-building, self-determination, and control over higher education. WINHEC emerged in response to a lack of globally articulated, indigenous-oriented organizations for postsecondary education. The analysis uses a strengths, weaknesses, opportunities, and challenges framework to examine WINHEC's contributions and effectiveness in furthering indigenous engagement in higher education worldwide.
The document discusses the importance of developing global competency in students. It argues that teaching students about the world should be integrated across all subjects, not taught as a separate subject. Developing key abilities like communicating across cultures and understanding different perspectives is important. Schools should think globally and leverage international resources to better prepare students for global challenges. Questions are raised about how schools are developing global competency and the implications for teacher professional development.
This document provides an agenda and background information for a seminar on citizenship education in the 21st century. The agenda covers topics like the current interest in citizenship due to societal changes, European ambitions for citizenship education, critical pedagogy, and the potential contribution of social media. It discusses concepts like "risk society" and the need to equip citizens with knowledge, skills, and values to engage in political and social life and foster diversity and social cohesion in a changing world. It emphasizes informal, experiential learning of citizenship and developing students' civic competencies and capabilities through critical thinking.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
The impact of education on societies (https://www.youtube.com/watch?v=XAlZqD9...Tasneem Ahmad
The document discusses the impacts of education on society. It begins by describing how the transfer of knowledge from one caveman to another through the teaching of using the wheel led to the evolution of civilized groupings. Subsequent paragraphs discuss how education reduces poverty and improves health, empowers individuals and drives economic growth. However, the document also notes that in some regions, governments fail to provide educational opportunities, depriving citizens of their rights and exacerbating tensions. While education can help bridge divisions, a lack of participation and development can undermine peace. Both positive and negative impacts of education are explored.
This document discusses cultural diversity in Britain. It notes that Britain has long benefited from cultural diversity and is now one of the most culturally diverse countries in the world. It values community cohesion and ensuring equal opportunities for all. Britain's culture has been heavily influenced by different immigrant cultures, such as Indian curry becoming a popular dish. Cultural diversity in Britain can be traced back through its history, with each group of settlers contributing different aspects of their culture.
Literacy is a fundamental human right that empowers over 1 billion people worldwide. However, 17% of the world's adult population remains illiterate, with women disproportionately affected. Several non-profit organizations are working to address this issue. UNESCO promotes literacy programs in over 65 countries. LitWorld strengthens communities through storytelling initiatives like LitClubs in 15 nations. Reach Out and Read advocates for childhood literacy and supports families through programs in healthcare settings and the military.
The document outlines the World Student Christian Federation's (WSCF) strategic plan for 2016-2019. The WSCF's vision is to be a prophetic witness promoting God's love for creation, justice, and peace across all boundaries. The plan details the WSCF's mission and programs in areas like ecological justice, identity and diversity, peacebuilding, higher education, and interfaith dialogue. The goals are to train and empower students and youth leaders around the world to advocate for marginalized people and address issues like climate change, discrimination, conflict, and access to education.
Draft strategy for 2020- 30: Public engagement report summaryArts Council England
The document summarizes public engagement workshops and interviews conducted to inform Arts Council England's draft strategy for 2020-2030. Key findings include:
1. Most participants saw creativity and culture as important to well-being but faced barriers to engagement like lack of time and money.
2. When prioritizing outcomes, most supported "creative people" to enable individual creativity. Ideas focused on children and youth were popular.
3. Participants valued accessible, local opportunities for everyday creativity over high-culture events and wanted Arts Council to better promote local offerings.
Accepting Diversity-Appearance Based Discrimination- The Greek subtopic for C...Kapetanidou Theodossia
“Discrimination Based on Appearance”
Accepting “Diversity”=Accepting “the Other” =
=Accepting “the Different”
“How do I look? We are all different, we are all beautiful.”
Discrimination is ever-present in any society. It is based on unexamined stereotypes and results in the prejudicial treatment of people who happen to be members of a particular group. Being different in appearance in a group of people is often converted in forms of discrimination and this is acted on every level of social life. Society makes assumptions which are unquestionably adopted by the majority of people. As a consequence ‘the Different” is automatically rejected.
Through the Greek subtopic, “Combatting Discrimination of Appearance-Accepting Diversity”, and our YoUtopia project in a wider context, we are investigating forms of discrimination upon ‘the Different’ and are pointing out the effects that such a behavior has upon people.
Heading to the opposite direction, by working under the principles of Equality and Tolerance, developing a spirit of Volunteering as a top significance procedure in social affairs, we equip ourselves with those qualities that can develop a collective conscience on combatting discrimination of appearance or of any other kind. Accepting diversity seems to be the only means of maintaining cohesion of society, coexistence and collaboration of individuals in a multicultural society of today.
We hope that this project, through getting sensitized on Appearance Based Discrimination issues and promoting Diversity principles, will challenge the participative members and the wider social circle that is being involved in activities one way or another to exhibit the benefits of being a multicultural society with respect for the “Different”.
As an impact of this endeavor we hope that students, teachers and parents are going to get more emotionally mature, develop empathy towards the subtle issues of Diversity and Human rights and confront their own bias and prejudices. Our common goal is to make apparent that Acceptance of “the Other”, “the Different”, enhances our quality of life and transforms us to thinking spiritual individuals that stand for the Right and for Justice.
Kapetanidou Theodossia
(Coordinator Teacher for the Greek Subtopic-Mathematics Teacher)
EARTH University is celebrating its 25th anniversary and the impact of its graduates. It has educated over 1,800 leaders from 29 countries, who have returned home and worked on issues like poverty, climate change and food security. The university aims to provide more opportunities to young people from around the world. It highlights the story of alumna Claudia Hernandez from Guatemala, who works in the male-dominated field of agriculture, promoting gender equality. A study found that EARTH graduates have had a positive impact in their countries by conserving biodiversity and promoting social justice. The university looks forward to continuing its mission in the next 25 years.
Jones abawi sheffield 2015 conference resisting the standardJanice K. Jones
Using digitized representations and spoken word performance, Queensland arts and literacies educators Janice Jones and Lindy Abawi present with Augmented Reality Partners from Whaddup Indigenous Youth Group the stages of an arts and multi-literacies project from inception to public display. The partners, young women of Aboriginal and Torres Strait Islander background, prepare to exhibit their art works in the regional art gallery, using Augmented Reality overlays of story, rap, and dance. This paper as performance uses a verbatim theatre approach, interweaving the young women’s digital stories of self-and community actualization with the voices of two arts facilitators and their sponsoring institution. By critically re-presenting the entanglement of values and expectations of the university as ‘The Big House’ with those of the arts practitioners and the community, the authors as performers unravel the complexities of language as an instrument of neo-colonialism, and articulate some of the ethical and cultural challenges for non-Indigenous facilitators engaging with Indigenous peoples.
The document discusses a youth manifesto created at the 11th Conference of Youth in Paris to address strategic climate change themes and values. Over 250 youth from 55 countries participated in working groups to draft the manifesto. It is divided into values and themes sections. The values section outlines principles like creativity, open-mindedness, and cooperation. The themes section includes positions, recommendations, and actions on issues like education, human rights, conservation, and energy. The manifesto aims to provide recommendations and engage youth groups on climate actions.
This document discusses cultural diversity and related topics such as challenges and benefits of diversity, harmony day, discrimination, cultural concepts like melting pots and garden salads, human rights, globalization, culture shock and clash, respect, values, and migration. It examines definitions and issues related to culture, diversity, discrimination, and their impacts on societies.
This document discusses challenges facing democratic societies in fostering national belonging and cohesion in a globalized world. It outlines how approaches to history education have traditionally emphasized assimilation but now focus too little on national contexts. The document argues for a reimagining of history and citizenship education that engages students in an inclusive discussion of national identities, draws on research in cognitive development and education, and utilizes well-defined concepts and teaching resources to foster understanding rather than myths. An integrated approach that pays attention to national contexts while involving students as co-authors could help communities be reimagined together.
CDEC is an organization that promotes global citizenship education in schools through programs like school linking, outdoor learning, and teaching about fairtrade. Their vision is for students to develop understanding of other people and places, and make informed choices that positively impact society. They provide resources and training to help teachers engage young students in learning about global issues and fairtrade, with the goal of encouraging students to not just learn about these topics but take action that can make a difference. One of their programs, called "The World from our Doorstep", aims to raise awareness of development issues and sustainability in young children through stories, games, and connections to local food producers.
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaDr. Geetika Saluja
ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living.
The courage not to fear and the compassion for all immediate surrounding with a will to make a difference
The document discusses global citizenship and what it means to be a global citizen. It defines a citizen as a member of a state or nation who owes allegiance to its government. Good citizenship involves being law-abiding, paying taxes, voting, and contributing to the community. A global citizen understands our interconnected world, respects diversity, and takes action against injustice on a global scale. The document suggests ways to begin becoming a global citizen such as understanding our place in the world and standing up for global causes.
NYCI Young Voices Final Report DRAFt for webDermot O'Brien
The document summarizes the process undertaken by the National Youth Council of Ireland to gather input from young people on issues affecting their lives in Europe. Over 18 months, they held consultation events where over 250 young people provided feedback. Their responses were brought to three EU youth conferences by Irish youth delegates. This resulted in 16 recommendations focused on improving education, mental health support, volunteering opportunities, and creating spaces for interaction between young people from diverse backgrounds. The recommendations aim to make Europe more inclusive, connected and diverse.
1) Legacy International is celebrating its 30th anniversary in 2019, having been founded in 1979 in Virginia with a mission of bringing diverse groups together through youth programs to build cultural understanding and peace.
2) Over 30 years, Legacy has expanded its programs globally to over 110 countries, focusing on leadership development, capacity building, civic education, and strengthening civil society through youth exchanges, training programs, and community initiatives.
3) Legacy has directly served over 170,000 people and its alumni network spans the globe, continuing its work to address issues like conflict, poverty, and environmental challenges through local capacity building and empowerment.
Global citizenship recognizes that people's actions can have consequences around the world due to increasing global interdependence. It involves being aware of global issues and participating to address social injustices and environmental challenges from the local to global levels. For young people to be effective global citizens, they need skills like problem solving, critical thinking, communication and collaboration to navigate the complexities of the 21st century world.
An Organisational Analysis of the World Indigenous Nations Higher Education C...Che-Wei Lee
The document provides an overview and analysis of the World Indigenous Nations Higher Education Consortium (WINHEC). It discusses WINHEC's role in facilitating indigenous nation-building, self-determination, and control over higher education. WINHEC emerged in response to a lack of globally articulated, indigenous-oriented organizations for postsecondary education. The analysis uses a strengths, weaknesses, opportunities, and challenges framework to examine WINHEC's contributions and effectiveness in furthering indigenous engagement in higher education worldwide.
The document discusses the importance of developing global competency in students. It argues that teaching students about the world should be integrated across all subjects, not taught as a separate subject. Developing key abilities like communicating across cultures and understanding different perspectives is important. Schools should think globally and leverage international resources to better prepare students for global challenges. Questions are raised about how schools are developing global competency and the implications for teacher professional development.
This document provides an agenda and background information for a seminar on citizenship education in the 21st century. The agenda covers topics like the current interest in citizenship due to societal changes, European ambitions for citizenship education, critical pedagogy, and the potential contribution of social media. It discusses concepts like "risk society" and the need to equip citizens with knowledge, skills, and values to engage in political and social life and foster diversity and social cohesion in a changing world. It emphasizes informal, experiential learning of citizenship and developing students' civic competencies and capabilities through critical thinking.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
The impact of education on societies (https://www.youtube.com/watch?v=XAlZqD9...Tasneem Ahmad
The document discusses the impacts of education on society. It begins by describing how the transfer of knowledge from one caveman to another through the teaching of using the wheel led to the evolution of civilized groupings. Subsequent paragraphs discuss how education reduces poverty and improves health, empowers individuals and drives economic growth. However, the document also notes that in some regions, governments fail to provide educational opportunities, depriving citizens of their rights and exacerbating tensions. While education can help bridge divisions, a lack of participation and development can undermine peace. Both positive and negative impacts of education are explored.
This document discusses cultural diversity in Britain. It notes that Britain has long benefited from cultural diversity and is now one of the most culturally diverse countries in the world. It values community cohesion and ensuring equal opportunities for all. Britain's culture has been heavily influenced by different immigrant cultures, such as Indian curry becoming a popular dish. Cultural diversity in Britain can be traced back through its history, with each group of settlers contributing different aspects of their culture.
Literacy is a fundamental human right that empowers over 1 billion people worldwide. However, 17% of the world's adult population remains illiterate, with women disproportionately affected. Several non-profit organizations are working to address this issue. UNESCO promotes literacy programs in over 65 countries. LitWorld strengthens communities through storytelling initiatives like LitClubs in 15 nations. Reach Out and Read advocates for childhood literacy and supports families through programs in healthcare settings and the military.
The document outlines the World Student Christian Federation's (WSCF) strategic plan for 2016-2019. The WSCF's vision is to be a prophetic witness promoting God's love for creation, justice, and peace across all boundaries. The plan details the WSCF's mission and programs in areas like ecological justice, identity and diversity, peacebuilding, higher education, and interfaith dialogue. The goals are to train and empower students and youth leaders around the world to advocate for marginalized people and address issues like climate change, discrimination, conflict, and access to education.
Draft strategy for 2020- 30: Public engagement report summaryArts Council England
The document summarizes public engagement workshops and interviews conducted to inform Arts Council England's draft strategy for 2020-2030. Key findings include:
1. Most participants saw creativity and culture as important to well-being but faced barriers to engagement like lack of time and money.
2. When prioritizing outcomes, most supported "creative people" to enable individual creativity. Ideas focused on children and youth were popular.
3. Participants valued accessible, local opportunities for everyday creativity over high-culture events and wanted Arts Council to better promote local offerings.
Accepting Diversity-Appearance Based Discrimination- The Greek subtopic for C...Kapetanidou Theodossia
“Discrimination Based on Appearance”
Accepting “Diversity”=Accepting “the Other” =
=Accepting “the Different”
“How do I look? We are all different, we are all beautiful.”
Discrimination is ever-present in any society. It is based on unexamined stereotypes and results in the prejudicial treatment of people who happen to be members of a particular group. Being different in appearance in a group of people is often converted in forms of discrimination and this is acted on every level of social life. Society makes assumptions which are unquestionably adopted by the majority of people. As a consequence ‘the Different” is automatically rejected.
Through the Greek subtopic, “Combatting Discrimination of Appearance-Accepting Diversity”, and our YoUtopia project in a wider context, we are investigating forms of discrimination upon ‘the Different’ and are pointing out the effects that such a behavior has upon people.
Heading to the opposite direction, by working under the principles of Equality and Tolerance, developing a spirit of Volunteering as a top significance procedure in social affairs, we equip ourselves with those qualities that can develop a collective conscience on combatting discrimination of appearance or of any other kind. Accepting diversity seems to be the only means of maintaining cohesion of society, coexistence and collaboration of individuals in a multicultural society of today.
We hope that this project, through getting sensitized on Appearance Based Discrimination issues and promoting Diversity principles, will challenge the participative members and the wider social circle that is being involved in activities one way or another to exhibit the benefits of being a multicultural society with respect for the “Different”.
As an impact of this endeavor we hope that students, teachers and parents are going to get more emotionally mature, develop empathy towards the subtle issues of Diversity and Human rights and confront their own bias and prejudices. Our common goal is to make apparent that Acceptance of “the Other”, “the Different”, enhances our quality of life and transforms us to thinking spiritual individuals that stand for the Right and for Justice.
Kapetanidou Theodossia
(Coordinator Teacher for the Greek Subtopic-Mathematics Teacher)
EARTH University is celebrating its 25th anniversary and the impact of its graduates. It has educated over 1,800 leaders from 29 countries, who have returned home and worked on issues like poverty, climate change and food security. The university aims to provide more opportunities to young people from around the world. It highlights the story of alumna Claudia Hernandez from Guatemala, who works in the male-dominated field of agriculture, promoting gender equality. A study found that EARTH graduates have had a positive impact in their countries by conserving biodiversity and promoting social justice. The university looks forward to continuing its mission in the next 25 years.
Jones abawi sheffield 2015 conference resisting the standardJanice K. Jones
Using digitized representations and spoken word performance, Queensland arts and literacies educators Janice Jones and Lindy Abawi present with Augmented Reality Partners from Whaddup Indigenous Youth Group the stages of an arts and multi-literacies project from inception to public display. The partners, young women of Aboriginal and Torres Strait Islander background, prepare to exhibit their art works in the regional art gallery, using Augmented Reality overlays of story, rap, and dance. This paper as performance uses a verbatim theatre approach, interweaving the young women’s digital stories of self-and community actualization with the voices of two arts facilitators and their sponsoring institution. By critically re-presenting the entanglement of values and expectations of the university as ‘The Big House’ with those of the arts practitioners and the community, the authors as performers unravel the complexities of language as an instrument of neo-colonialism, and articulate some of the ethical and cultural challenges for non-Indigenous facilitators engaging with Indigenous peoples.
The document discusses a youth manifesto created at the 11th Conference of Youth in Paris to address strategic climate change themes and values. Over 250 youth from 55 countries participated in working groups to draft the manifesto. It is divided into values and themes sections. The values section outlines principles like creativity, open-mindedness, and cooperation. The themes section includes positions, recommendations, and actions on issues like education, human rights, conservation, and energy. The manifesto aims to provide recommendations and engage youth groups on climate actions.
This document discusses cultural diversity and related topics such as challenges and benefits of diversity, harmony day, discrimination, cultural concepts like melting pots and garden salads, human rights, globalization, culture shock and clash, respect, values, and migration. It examines definitions and issues related to culture, diversity, discrimination, and their impacts on societies.
This document discusses challenges facing democratic societies in fostering national belonging and cohesion in a globalized world. It outlines how approaches to history education have traditionally emphasized assimilation but now focus too little on national contexts. The document argues for a reimagining of history and citizenship education that engages students in an inclusive discussion of national identities, draws on research in cognitive development and education, and utilizes well-defined concepts and teaching resources to foster understanding rather than myths. An integrated approach that pays attention to national contexts while involving students as co-authors could help communities be reimagined together.
CDEC is an organization that promotes global citizenship education in schools through programs like school linking, outdoor learning, and teaching about fairtrade. Their vision is for students to develop understanding of other people and places, and make informed choices that positively impact society. They provide resources and training to help teachers engage young students in learning about global issues and fairtrade, with the goal of encouraging students to not just learn about these topics but take action that can make a difference. One of their programs, called "The World from our Doorstep", aims to raise awareness of development issues and sustainability in young children through stories, games, and connections to local food producers.
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaDr. Geetika Saluja
ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living.
The courage not to fear and the compassion for all immediate surrounding with a will to make a difference
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 is to facilitate ESD efforts through collaboration, quality teaching, and country support in achieving development goals.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
The document discusses sustainable development goals (SDGs) and how they relate to youth work. It provides an overview of the 17 SDGs which were adopted by world leaders in 2015 to be achieved by 2030. The goals cover issues like poverty, hunger, health, education, gender equality, water, energy, economic growth, climate change, and more. It emphasizes that the goals are universal and apply to all countries. The document discusses how youth work aims to empower young people, promote equality and inclusion, and give young people a voice. It explains how development education can help young people understand global issues and take informed action for a just world. The SDGs provide an opportunity to make global connections and encourage participation at local and global
The document provides information and ideas for teaching global issues as part of the curriculum, including:
- Why it is important to teach global issues and enhance the curriculum with a global dimension
- Examples of curriculum opportunities to teach about global themes like human rights, conflict resolution, and sustainability
- Suggestions for global learning activities like researching global topics, creating products for real audiences, and participating in events like Peace Day
- Websites that provide resources for teaching global issues
Norfolk's Response to the Cultural Education ChallengeMichael Corley
This document introduces the Cultural Education Challenge in Norfolk and outlines next steps to shape the county's response. It discusses building cross-sector relationships to understand needs, current partnerships, and the importance of cultural education. Key findings from research on participation in arts and culture show benefits to wellbeing, volunteering, and community trust. The document proposes discussing youth voice, access for all, identifying priorities, and starting to map existing cultural education opportunities and partners in Norfolk. The purpose is to make the most of collaboration to enhance children and young people's cultural lives.
Wellbeing is contingent on a sense of self-efficacy (a person’s belief that their effort and actions can bring about desired results) and on social capital (“the web of cooperative relationships between citizens that facilitate resolution of collective action problems” ).
This workshop explored the impact on wellbeing of enabling pupils’ sense of self-efficacy and their understanding of global ‘interconnectedness’ within the context of a global citizenship project ‘Global Literacy for a Fairer World’. This multi-national project, funded by the European Commission and led in the UK by Cumbria Development Education Centre (CDEC), engages teachers and pupils aged 7-11 in the UK, Czech Republic, Poland and Ghana, in learning about international development themes of poverty, inequality, and interdependence, and supports them to take real and relevant action in their own communities which will address global inequality. Through exploring global citizenship, pupils’ self esteem and self-efficacy will grow as they understand the impact that their actions can take, both locally and globally.
CDEC is a registered charity that inspires young people and their teachers to engage with global issues, to take responsibility – individually and together – for the world in which they live, and to contribute towards a fair and sustainable world.
Good Practice in Education for Sustainable DevelopmentECO-UNESCO
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by keynote speaker Andy Griggs (Environmental Education Forum) on Good Practice in Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
Global perspectives in the classroom - phil casasBhavneet Singh
The document discusses strategies for student learning through global education projects. It provides examples of topics that can be covered, such as the environment, human rights, and poverty reduction. Planning frameworks are presented that outline learning activities, products, and Bloom's Taxonomy. Best practices are listed like giving students an authentic audience and incorporating local connections. References are also provided for organizations and websites related to global issues and education.
This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-
Specifications for civic education in primary schoolpurpleglory
The document outlines topics and specifications for civic education in primary school centered around the core value of love. It includes 10 sections that each focus on a different topic related to citizenship, including physical and mental health, family, bullying prevention, community care, environmental conservation, human rights, national identity, the national principles, and Malaysian heritage and culture. For each topic, it provides suggested learning objectives, activities, teaching and learning activities, co-curricular activities, and school programs.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and through cross-curricular projects, community service opportunities, an active student council, and programs focused on environmental sustainability and global issues. The school aims to empower students and recognize their contributions through continual development of citizenship education over the short and long-term.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and encourage participation in activities like the eco-school program, youth parliament, volunteering opportunities, and cross-curricular projects to develop students' skills, knowledge, and values around citizenship. The school aims to continuously improve and expand its citizenship education through curriculum audits, sharing best practices, and increasing collaborative projects.
This document discusses inter-ministerial advocacy for achieving the Millennium Development Goals, including goals related to eradicating poverty, achieving universal primary education, promoting gender equality, reducing child and maternal mortality, combating diseases, and ensuring environmental sustainability. It outlines targets of raising awareness of the MDGs, encouraging national debate, and building partnerships to support development. The key stakeholders identified include government ministries, civil society groups, indigenous peoples, the private sector, and media. Common grounds for achieving environmental sustainability that are mentioned include sustainable development, equitable distribution of resources, capacity building, and ensuring people's health, livelihoods, and access to clean water, air, and soil.
Education for International Understanding.pptxMonojitGope
This PPT Aims to provide knowledge and understanding to the learner about the concept of Education for International Understanding, Important of Education for International Understanding, How Education can Promote International Understanding, Benefits of Education for International Understanding, Curriculum for International Understanding, Challenges of Education for International Understanding, Overcoming Challenges of Education for International Understanding, Future of Education for International Understanding, Role of Teacher in Promoting Education for International Understanding, Role of Parents and Community in Promoting Education for International Understanding and So on.
Inglewood school embedding global learning powerpoint,3 sept 2013 2katiecdec
This document outlines an agenda and presentation for a workshop on embedding global learning in teaching. The workshop aims to explore what global learning is, why it's important, and how to incorporate it across the curriculum. It discusses key concepts like diversity, identity, and global citizenship. Teachers will learn strategies for raising awareness of different cultures and global issues, and how students can take action. The presentation encourages mapping topics against concepts like interdependence and evaluating coverage to identify areas for development, in order to better promote global perspectives in education.
This document discusses poverty in the UK and education for global learning. It notes that poverty has doubled in British households over the past 30 years, with 1 in 3 people unable to properly heat their homes or eat healthily. The director of CDEC advocates for global learning in schools to build understanding of interdependence and empower students to take action on poverty. CDEC's EU-funded project aims to increase teacher confidence in global topics and student understanding of links between Europe, developing regions, and poverty's causes to motivate collaborative action for a fairer world.
This document summarizes a presentation on global and comparative education given by Dr. Ryan Guffey of Lindenwood University. It defines global education as developing understanding of human society and the environment, as well as critical thinking and cooperation skills. Comparative education involves studying different education systems between world regions, countries, states/provinces, districts, schools, classrooms, and individuals. The presentation also discusses creating global citizens, teaching techniques, Azerbaijan's historical education system under Russian and Soviet rule, and how Lindenwood incorporates international education through its diverse student body and study abroad programs.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
Similar to Engaging Global Education in the Primary Years - GA Conf 2014 (20)
This document summarizes the research project of a group of young researchers from different schools in Barrow. They investigated whether young people in years 5-7 have aspirations, and what those aspirations are. Their key findings were:
- The majority of pupils and parents said young people do have aspirations, though some teachers were less certain.
- Common aspirations included careers in sports, medicine, teaching, and the creative arts.
- Most pupils felt confident they could achieve their goals, though some lacked confidence. Family, practice, and encouragement helped confidence.
- Pupils saw parents as most able to help aspirations, while teachers saw themselves as most able to inspire.
- The researchers recommended providing more opportunities and encouragement to help
The document summarizes research conducted by young researchers on aspirations. They surveyed students, parents, and teachers to understand what goals students have, what influences these goals, and how confident students feel in achieving them. The researchers found that most students do have aspirations, often related to sports, the arts, animals or technology. They also found that students see their goals as coming from internal motivations or external influences, and that having support from family, teachers and role models can help students develop and pursue their aspirations. The researchers recommend providing more support for students to develop self-belief in their goals and expanding opportunities to explore potential careers.
This document provides an introduction to Philosophy for Children (P4C). It discusses the aims and structure of P4C sessions, which involve forming a circle, presenting a stimulus, inviting questions, voting on questions, dialogue and debriefing. P4C develops skills like questioning, reasoning, exploring concepts and seeking truth through dialogue rather than debate. The document traces the history and development of P4C and provides examples of open-ended questions that can be discussed. It emphasizes the importance of higher-order questioning and thinking in P4C.
Hawkshead primary school Pupils Take Action presentationkatiecdec
Pupils at Hawkshead Esthwaite Primary School took action to investigate water use, raise money for WaterAid, and share their findings with parents and the community. They carried water to experience what children in other countries face daily, and performed a play about a water shortage. The school also investigated food waste and encouraged composting and recycling. Pupils communicated with their link school in Ghana to compare their lives and learn about challenges with access to water, food, and the environment in Ghana.
This joint presentation is by pupils at Kirkoswald, Our Lady of the Rosary, a...katiecdec
Pupils at Our Lady of the Rosary in Jericho, Kirkoswald have taken action to raise funds for education. They organized several fundraising activities including a car wash, cafe with African and castle banquet menus, and selling fairtrade products and homemade crafts. The funds will help support a school in Cameroon and doctors in Gambia, as the students were inspired by other schools taking action and wanted to help ensure all children have access to a good education.
Cambridge primary school's Take Action Projectkatiecdec
The class worked on a project about global citizenship and food/trade issues. They debated different perspectives and decided to promote fair trade goods. The students designed their own fair trade snacks using ethical ingredients. They created packaging and hosted a fair trade afternoon tea party event for families. Their goal was to raise awareness of fair trade products and encourage others to support these types of goods.
Armathwaite school's take action project!katiecdec
Armathwaite school took part in a take action project at the Marmalade festival to promote Fairtrade and local sugar. They set up an interactive stall with games and activities to educate festival-goers and get them thinking about their sugar choices. The students engaged with over 100 people and hope they helped raise awareness of how choices can impact farmers locally and abroad. They worked as a team and felt it was a successful experience that boosted their confidence, but also learned engaging people requires different strategies.
We had a discussion about the future of the world and are concerned about changes that may occur. We considered issues of poverty, equality, and fairness through studying literature, history, music, and global learning. As an artist commented, art can be used to reflect on important issues in the world. We explored these topics through various classroom activities and discussions.
This document is a newsletter update from September 2013 for the World from our Doorstep project. It provides information about their work bringing global issues and international development topics closer to home for communities in Cumbria, UK. The update shares news from the project and their contact details for those interested in their efforts to promote global citizenship and understanding on a local level.
The document outlines a whole school training for the Autumn term 2013 about the "World from our Doorstep" project. The project aims to raise awareness of development issues and sustainability among young children. It will involve infant and pre-school teachers using stories, games, and activities centered around themes of interconnectedness, sustainability, and fairness. Participants will learn new methodologies to engage children in learning and are provided with resource boxes and storybooks to use in their classrooms. Focus group meetings and trainings will be held periodically to support participation.
Gl pta2 workshop 1 powerpoint, september 2013katiecdec
This document provides information about an introductory workshop for the Pupils Take Action project, which aims to build teachers' confidence in incorporating global learning into lessons. The workshop agenda includes introductions, an overview of the Global Literacy project and timeline, classroom activities from the Challenge and Enquiry Pack, and next steps. The project is a 3-year EU funded initiative led by CDEC to help children in the UK understand interdependence with countries in the Global South through topics like food and trade, and empower them to take action towards greater fairness. Teachers will support students to complete pupil audits, learn about global issues, and design their own action projects.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Engaging Global Education in the Primary Years - GA Conf 2014
1. The GLP is funded by the
UK government
Engaging Global Education in the
Primary Years
Katie Carr – CDEC
Joyce Hallam – Hawkshead Esthwaite Primary
2. The GLP is funded
by The UK Government
Global Citizenship
School Linking, with partners local and global
Outdoor and environmental learning
Diversity and multiculturalism
Sustainable Development
Fairtrade
Pupil Voice and taking action
Funded projects
CPD / training
Classroom resources
Creative Classrooms
3. The GLP is funded
by The UK Government
• A 3-year EU funded development education project, led in UK
by CDEC, and delivered in Czech Republic, Poland and Ghana
• Objectives:
– To build teachers’ confidence in incorporating global learning into their lessons,
so that
– Children understand interdependence between European countries and the
Global South, in the context of food, trade and the causes of poverty, and
– they feel empowered to take collaborative meaningful action towards making
the world a fairer place.
• Participatory and experiential learning, critical thinking
Global Literacy – whatis it?
11. The GLP is funded
by The UK Government
Why Bother with Global Citizenship?
•New Curriculum just out – time of review and change- this provides an
opportunity to be creative and innovative and ensure that the school
curriculum you provide really is relevant for the 21st century – despite Michael
Gove’s very traditional and fact - based NC framework!
•Provides and approach to learning that recognises we live in an
Interdependent world where we need global knowledge and skills to help us
understand what is going on in the around us and how events and changes
impact on each of us and our environment
•Helps children develop values and attitudes that are outward looking and
community focussed developing an understanding of their place in the bigger
picture and how they can make a difference and contribute
12. The GLP is funded
by The UK Government
The National Curriculum
working together with
the Global Curriculum
Framework….
Geography
Sustainability
World environments and
Climate Change
Pollution
Trade/business/services
Settlement/migration
Poverty/justice
Farming/Land use
History
Peace/War
Colonisation/migration
Culture/change/Arts
Identity/settlement
Political/empires/
governance/justice
Trade and travel
Religion/Philosophies
Citizenship
Rights/responsibilities
Respect
Pupil Voice/Action
Local, national and
International
awareness of issues
Poverty eradication
Equal opportunities for
boys/girls in world
Science/DT
Biodiversity/habitats
biomimicry
pollution
sustainability
Global warming
Inventions
ethics/technology
space travel
RE/P4C
World religions and
world views
Identity and culture
Religious texts
Common rules/laws
Diversity/reflection
Ethical debates
Charities and individuals
that made a difference
PE/Sport
Olympics
World cup
Commonwealth
Games
Languages/Literacy/Maths/ICT –
the vehicles for delivery
The Arts from around the world- music, dance,
art, entertainment-supports cross curricular
understanding…..
13. The GLP is funded
by The UK Government
Integrating Global Learning into existing themes/subject areas and new
topics relevant to the New National Curriculum
Electronic information for subject areas linked to global learning so far
are:
•Maths/Statistics
•RE
•Citizenship
•History
•Science
•There are a range of themes and case studies that can provide ideas
and links to current themes and those to be developed to support the
new curriculum
14. The GLP is funded
by The UK Government
Global Learning Framework Overview (1-3 support the KNOWLEDGE THEMES,
4 covers Values and Attitudes and 5 covers skills from Pupil Outcomes
1.Knowledge of Developing Countries and their Economics, Histories and Human
Geographies – Knowledge from Pupil Outcomes
2.Knowledge of the basic elements of Globalisation - Knowledge from Pupil
Outcomes
3.Knowledge of the different ways to achieve poverty reduction and development and
the arguments around the merits of these different approaches - Knowledge from
Pupil Outcomes
4.Knowledge and understanding of the concepts of Interdependence and
Sustainability - Values and Attitudes from Pupil Outcomes
5.Supporting enquiry and critical thinking about Development and Development
issues - Skills from Pupil Outcomes
15. The GLP is funded
by The UK Government
8 Global knowledge themes
Global poverty
Development
Rights and essential services
Global relationships
Sustainable development
Actions of governments
Actions of citizens
Business and technology
8 Global skills
critical thinking
using multiple voices and perspectives
challenging perceptions and
stereotypes
cooperation and teamwork
planning
reflection and evaluation
communication
enquiry and debate.
8 Global values and attitudes
social justice
diversity
fairness
empathy
self esteem
respect
agency
care
PUPIL OUTCOMES
16. The GLP is funded
by The UK Government
Knowledge and
Understanding
Skills Values and
Attitudes
Key Elements of Global Learning
•Social Justice and
equity (Fairness
and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and
movement
•Sustainable
development
•Peace and conflict
•Critical Thinking
•Ability to argue
effectively
•Ability to
challenge injustice
and inequalities
•Respect for
people and things
•Cooperation and
conflict resolution
•Sense of Identity,
belonging & self esteem
•Empathy
Commitment to social
justice
•Value and respect for
diversity
•Concern for the
environment and
sustainability
•Belief that people can
make a difference
17. The GLP is funded
by The UK Government
Global Knowledge
Themes
Global Values
& Attitudes
Key Elements of Global Learning
GLP Pupil Outcomes
Global poverty *
Development *
Rights & essential
services
Global relationships
Sustainable
development
Actions of governments
Actions of citizens
Business and technology
Critical thinking
Using multiple voices
& perspectives
Challenging
perceptions &
stereotypes
Cooperation &
teamwork
Planning
Reflection &
evaluation
Communication
Enquiry & debate.
Social
justice
Diversity
Fairness
Empathy
Self esteem
Respect
Agency
Care
Global Skills
18. The GLP is funded
by The UK Government
Title of Topic or subject area
Subject/Topic
Outcomes
Elements of Global
Citizenship
Key questions to support
planning of activities
Knowledge and Understanding
•Sense of Identity, belonging &
self esteem
•Empathy
Commitment to social justice
•Value and respect for diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
•Critical Thinking
•Ability to argue effectively
•Ability to challenge injustice
and inequalities
•Respect for people and things
•Cooperation and conflict
resolution
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
Highlight Elements of Global Citizenship covered
by key questions and incorporate into planning
19. The GLP is funded
by The UK Government
Subject/Topic
Outcomes
Elements of Global
Citizenship
Key questions to support
planning of activities
Knowledge and Understanding
•Sense of Identity, belonging
& self esteem
•Empathy
Commitment to social justice
•Value and respect for
diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
•Critical Thinking
•Ability to argue effectively
•Ability to challenge injustice
and inequalities
•Respect for people and
things
•Cooperation and conflict
resolution
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
Highlight Elements of Global Citizenship covered
by key questions and incorporate into planning
COMPARATIVE STUDY
Hawkshead/Edinburgh (SCOTLAND)/Limoges
(FRANCE) Tema (GHANA)
What similarities and differences
are there between the
settlements?How/Why /When did
the settlements start?
Why did people migrate to these
areas - why do they stay today?-
jobs? Homes?
What links are there to other
areas of the country/globe/web
access/transport?
What is the culture/traditions of
the country/community?
What are the values and lifestyles
like in these settlements?
What is the level of
understanding and commitments
to sustainable issues eg energy
saving, recycling ,food
purchasing and consumption?
What level of voice do the people
have in their
settlement/community/country?-
Local councils? Government?
Knowledge of physical features of
the area
The skill of using an atlas and
range of maps- including google
earth
Developing research and enquiry
skills- questionning/sending
emails to link schools and web
search
Pupils Take Action – share
findings and analyse- present and
share with link schools and wider
community
Increase knowledge and
understanding of local services,
lifestyles, values and traditions
and cultures in each settlement
area, including their own
Knowledge of political
systems/justice and local voice
Empathy and understanding of the
lives of others in another UK
country/European country and
African country
skills
Values and Attitudes
20. The GLP is funded
by The UK Government
Rivers and Mountains of the
World
Subject/Topic
Outcomes
Elements of Global
Citizenship
Key questions to support
planning of activities
Skills
Values and Attitudes
Knowledge and Understanding
•Sense of Identity, belonging &
self esteem
•Empathy
Commitment to social justice
•Value and respect for
diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
•Critical Thinking
•Ability to argue effectively
•Ability to challenge injustice
and inequalities
•Respect for people and things
•Cooperation and conflict
resolution
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
Highlight Elements of Global Citizenship covered
by key questions and incorporate into planning
*To know how are mountains and
rivers are formed
*To understand their importance in
the development of human history,
settlement, migration and life styles
*To understand their importance in
terms of Bio Diversity
To recognise that Climate Change
and pollution may impact
significantly on these habitats
*To know that that rivers have
played a key role in world trading
and movement of goods
*To recognise that in modern
society they have a key role in
attracting tourism to their location
*To understand the possible
conflicts that can arise from the
conflicting roles of tourism,
conservation and trade
* To appreciate the aesthetic and
religious significance of Rivers (eg
Ganges) and Mountains eg Mount
Everest and the challenges they
offer to humans
*Why are rivers and mountains
important to people, plants and animals
round the world?
*How have physical features had an
impact on where people settle and how
they adapt their life style?
*What kind of conflicts arise from the
differing interests of stakeholders eg
Farmers, planners, (Use of flood
planes), industrialists, Tourists and
conservationists?
*How are these conflicts managed and
resolved in different parts of the world?
Who has a say?
*Are rivers managed in a sustainable
way? How does this differ round the
world?
In what ways do we depend on rivers
and mountains?
*How are these habitats being
damaged?
*Why are certain rivers and mountains
deemed sacred?
*How can we make a difference to the
care of our local rivers and mountains?
21. The GLP is funded
by The UK Government
Dove-tailing the New “Michael Gove”
Curriculum to Global Learning
Geography KS2:
•studies of South American countries – eg Brazil – look at conflict resolution/what’s in
the news, Justice and Equity, Sustainability of rainforest/Interdependence – demand for
products (beef, coffee) that use rainforest land – affect on farmers, native Indians, locals
needing work (empathy)
Comparative Study of UK and North America- interdependence, migration,
•Development of Human Rights (Martin Luther), Trade/fairness, sense of Identity and
Belonging, their role conflict resolution in the world
Local study-
•Community, identity, sustainability, respect and responsibility, concern for the
environment, belief you can make a difference
•Europe and trade
•Knowledge of countries/map work, fair trade, EU – Human Rights, Care for the
environment, sustainability, peace and conflict post world wars, cooperation and
interdependence
•Comparative Study/Settlements – own locality with another in
UK/Europe/Africa/America- see detail on plan below
Rivers, Mountains, extreme environments of the world
•Environment, sustainability, migration and settlement, interdependence
22. The GLP is funded
by The UK Government
History KS 2
Stone Age – Iron Age, and Invaders and Settlers
•Why did people move and settle? How did they form societies/resolve wars and
conflicts, develop justice and fairness, learn to cooperate and develop respect,
decide which values mattered, develop culture and a sense of belonging and
identity?
Local History
•Why did people move and settle? How did they form Communities, develop
justice and fairness, learn to cooperate and develop respect, decide which values
mattered, develop culture and a sense of belonging and identity?
Social History- Crime and Punishment
•Social Justice and equity (Fairness and Human Rights)
•Critical Thinking
•Ability to argue effectively
•Ability to challenge injustice and inequalities
•Respect for people and things
•Cooperation and conflict resolution
•Empathy
Commitment to social justice
•Value and respect for diversity
23. The GLP is funded
by The UK Government
Invaders and Settlers
•Key events
•Timelines/chronology
•Stories
•Artefacts
•Comparison then/now
•Lifestyles/society/trade
•Beliefs and values
•Artefacts/historical
evidence
•More than one
interpretation
•Visits and trip
•Research
•Empathy/day in the life
of
History Outcomes
Elements of Global
Citizenship
Key questions to support
planning of activities
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
•Critical Thinking
•Ability to argue effectively
•Ability to challenge injustice
and inequalities
•Respect for people and
things
•Cooperation and conflict
resolution
•Sense of Identity, belonging &
self esteem
•Empathy
Commitment to social justice
•Value and respect for diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
•Why did people migrate to Britain?
•Where did people come from?
•Who are we descended from?
•Where did our culture come from?
•Teams of children- Celts Romans,
Scots, Anglo Saxons, Vikings,
Normans – research and justify why
they settled in GB
•Why did they stay?
•How did they learn to get alongside
each other/solve wars/create
peace/justice/fairness?
•How did they develop a sense of
belonging and Identity?
•Why did systems breakdown – what
key events brought changes?
•How do we know what happened –
evidence/artefacts?
•What can we learn from history?
•Who are or nation today in the 21st
century?
•What countries do they come from?
•How would we feel as a new comer
in a country?
•How have they impacted on our
culture and values
•What significant changes have
occurred as a result of migration in
the last 50 -100 years?
Knowledge and Understanding
24. The GLP is funded
by The UK Government
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Walking in the footsteps of others – EMPATHY…UNDERSTANDING..CRITICAL
THINKING, OTHER CULTURES and VALUES, WAR/PEACE, RESPECT…….
25. The GLP is funded
by The UK Government
Kite Marks that support Global Learning:
•International Schools Award (ISA)
•Eco Schools
•Rights Respecting Schools Award (RRSA)
•Global School Award
•Global Teachers’ Award
•Fair Trade school
•Philosophy for Schools (P4C)
•Geography Quality Mark – (GA)
Whole School Ethos:
•Part of School Improvement Plan
•Embedded across the curriculum
•School linking
•Assemblies
•Community events and Involvement
•Open days with Eco/Global focus
26. The GLP is funded
by The UK Government
Activity:
1. Think of current Geography topic you are studying, or one you plan to
study
2. Write down the key Objectives/ Learning outcomes you hope to achieve
in the left hand column of the planning sheet
3. Look at the Global Knowledge themes, the Skills and the Values and
Attitudes- which one would/could be covered as part of this
topic/tick/highlight
4. What key questions and activities would you need to do to build these
into your planning- think about pedagogy/approach eg P4C as well as
practical activities - add these to the right hand column
5. Use the GLP website to search out resources and ideas from the
resource bank and the curricular subjects bank, to help you plan in more
detail and ensure continuity and progression
6. Use the plan alongside your normal planning format to give you global
coverage which can be tracked over the year.