2. Student Learning
• Empathy for other genders and cultures
• What it means to be true global citizens
• Project planning, project management, communication,
collaboration
• Problems girls and boys face in getting an education
• Reaching audiences from various cultural backgrounds

3. Best Practice
• Students play an active role in co-creating their learning experience
• Games serve as an engaging and fun learning tool
• Giving students an authentic audience is both a motivator and a source of engagement
• Combining traditional research with art and action components helps to reach different
learning styles
• Seeking support from parents and the community can add valuable local connection
• Giving students access to a collaboration space helps build support
• Local connections make global issues tangible and real for students
• Media provides engaging methods to introduce students to complex issues
• Meet students where they are – their use of technology is predominantly social
• Visual literacy and digital media provide a window into intercultural competencies
• Allow the collaboration process to happen online
• Technology is not a single tool …. But a whole toolbox
• Global issues can be integrated into any grade
• Project based learning is highly motivating

4. Planning FrameworkBloomsTaxonomy
usethistodevelopideasHigher-orderthinking
Actions Products Learning Activities
Creating
(Putting together ideas
or elements to develop
an original idea or
engage in creative
thinking).
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Film
Story
Project
Plan
New game
Song
Media product
Advertisement
Painting
Evaluating
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria).
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech
Analysing
(Breaking information
down into its component
elements).
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Survey
Database
Mobile
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Lower-orderthinking
Applying
(Using strategies,
concepts, principles and
theories in new
situations).
Implementing
Carrying out
Using
Executing
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal
Understanding
(Understanding of given
information).
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label
Outline
Remembering
(Recall or recognition of
specific information).
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Reproduction

5. Australian Curriculum
There is great congruence between global education and the Australian
Curriculum.
Goals
Global education aims to develop global citizens through promotion of open
mindedness and a willingness to take action for change, respecting and
valuing diversity, and being active in the development of a peaceful, just and
sustainable world.
It has much in common with the Melbourne Declaration on Education Goals
for Young Australians (2008), which promotes equity and excellence,
development of successful learners, confident and creative individuals and
active and informed citizens.

6. Australian Curriculum
Approach
Global education promotes flexible learning, which empowers students to
learn about the world, develop values around a positive sense of self,
appreciation of cultural diversity, passion for social justice and human rights
and building sustainable futures.
Like the Australian Curriculum it is cross-disciplinary to broaden and enrich
each student’s learning.
Teachers are able to choose how best to introduce concepts and processes
and how to progressively deepen understanding to maximise the
engagement and learning of every student.

7. Australian Curriculum
Skills
The skills developed in global education are similar to the general capabilities
of the Australian Curriculum, equipping students to be lifelong learners able
to operate with confidence in a complex, information-rich, globalised world.
The general capabilities particularly relevant to global education because
they focus on ways of thinking, acting, behaving or learning to live with others
are:
•Critical and creative thinking
•Ethical behaviour
•Personal and social competence
•Intercultural understanding.

8. Australian Curriculum
Perspectives
A global perspective encompasses the Australian Curriculum’s three cross-curriculum
priorities that assist learning to be relevant to the lives of students and address the
contemporary issues they face.

9. Teaching Strategies

13. http://www.globaleducation.edu.au/global-education/what-is-global-ed.html

14. http://www.globaleducation.edu.au/

15. Teaching Activities
http://www.globaleducation.edu.au/resources-gallery

16. Twenty-first century Australians are
members of a global community,
connected to the whole
world by ties of culture, economics
and politics, enhanced
communication and travel and
a shared environment.
Enabling young people to
participate in shaping a better
shared future for the world is at the
heart of global education. It
emphasises the unity and
interdependence of human society,
developing a sense of self and
appreciation of cultural diversity,
affirmation of social justice and
human rights, building peace and
actions for a sustainable future in
different times and places.
http://www.globaleducation.edu.au/verv

17. Taking Action
Taking action is the concluding stage of the inquiry process. It assists students to
consider what they have learnt and encourages them to respond, applying their
new knowledge and skills.
•The ability to identify and investigate different opportunities for action and
participation.
•The ability to consider the consequences, positive and negative, for oneself and for
others of particular actions.
•A willingness to be involved in action to support desirable outcomes.
•A capacity to identify possible barriers to successful participation and ability to
devise strategies to overcome these.
•A willingness and capacity to cooperate with others and to foster, encourage and
value the participation of others.
•A capacity to reflect on and evaluate forms of action, to review progress and to
reconsider forms of action.

18. Taking Action
Action may be personal, based within a local community or as part of a global
community.
Action may be varying levels of involvement:
•To learn more – reading, viewing, talking to others, interviewing experts
•To act more – changing own behaviour, discussing ideas with others, joining groups
of like-minded people, signing petitions, educating others, creating displays, writing
blogs, letters and opinion articles, creating film and drama, making speeches, talking
to decision-makers, advocating change.
•To share more – donating, fundraising, volunteering

19. Civil Society Organisations
There are many types of groups through which people can join together to
pursue shared interests and take action for change.
These include community- and village-based groups, Indigenous groups,
labour unions, cooperatives, charitable and faith-based organisations,
professional associations, chambers of commerce, independent research
institutes and the not-for-profit media.
They vary greatly according to philosophy, purpose, programs, working style,
scope of activities, expertise and structures.

20. Examples of Australian overseas aid
organisations:
Amnesty International Australia
Australian Red Cross
Australian Volunteers for International Development
CARE Australia
Caritas Australia
Oxfam
Plan
UNICEF
World Vision

21. Global Issues - Topics
• Australia’s Aid
• Cooperatives
• Disasters
• Education
• Environment
• Food Security
• Globalisation
• Governance
• Health
• Human Rights
• Peace Building
• Poverty Reduction
• Refugees
• Water and Sanitation

28. Design Your Project
Below are some suggestions to think about when designing an online project.
identify goals and objectives - Identify the skills from your content standards that you want to address in
your project.
•define a timeline - How long do you want your project to last? How often will contact, such as e-mail, be
established with your online partners?
•create a project outline - List the activities that your students will be doing.
•define project activities - How will the students be achieving the goals of the project?
•establish a partner class - Visit websites designed to connect classrooms
•consider real time interactions - Will your class be interacting with their global partners in any real time
activities such as IRC? Will time zones be an issue?
•stimulate deep thinking - Encourage the students to think beyond the text they see on the screen. Help
them move from data to information to insight.
•establish evaluation rubrics or checklists- Show the students the criteria that will be used to evaluate
their work. Some of the rubrics may be developed by the students. [Rubric Builder]
•publish student work - Make the work of your students visible for their partner classes as well as
parents to see.

29. Planning my own project
I’ve chosen an Environmental issue that is close to both heart and
home. It is an issue that I can bring passion to as well as local input.
My project encompasses;
•Global issue – local application
•Local research and support organisations
•Cross-curricula application

30. My focus is on;
Sustainable development
As the world’s population grows, more and more pressure is placed on the
environment to produce enough food and energy without people consuming the
resources faster than they can be replaced. This is known as sustainable development.
Current levels of consumption are likely to lead to an environmental crisis that affects
everyone, although it is the richer countries that have the greatest levels of
consumption.
Pollution
Contamination of air, water and soil can have serious effects on people’s health and
ability to grow food. Identifying and managing the use of harmful chemicals and other
substances to prevent pollution is vital, as is removing hazardous materials from use
and finding alternatives.
Marine and coastal degradation
Disposal of wastes, particularly sewage, directly into oceans has a major effect on
marine and coastal areas. Growth in population, urbanisation, industrialisation and
tourism is increasing the extent of coastal degradation. Protecting marine and coastal
areas from environmental damage is important not only for ecosystems but also for
people living in coastal communities whose livelihoods depend on a healthy
environment.

31. Cockburn Sound
A waterway in crisis
• Cockburn Sound Management Council
• Department of Environment & Conservation
• Cockburn City Council
• Kwinana Town Council
• Rockingham City Council
• CSIRO Marine
• South West Group
• WA Seagrass Webpage
• Cockburn Sound Dolphin Research
• Department of Defence
• Department of Planning & Infrastructure
• Fremantle Ports
• Department of Fisheries
• Recfishwest
• Conservation Council
• Department of Industry & Resources

32. Recreational and Commercial uses of Cockburn Sound

33. References
• “Using ICT to Personalize Learning” – Windows in the Classroom presentation
• Microsoft Partners in Learning Network - www.pil-network.com
• Taking IT Global - http://www.tigweb.org/tiged/
• http://theglobalclassroomproject.wordpress.com/page/3/
• http://www.fractuslearning.com/2013/05/31/global-classroom-connections/
• TWICE - http://www.twice.cc/
• Read around the planet -
http://www.twice.cc/index.php?option=com_content&view=article&id=87&Itemid=152
• iEarn - http://iearn.org/
• Global Education Conference - http://www.globaleducationconference.com/

34. References
• http://www.globalclassroom.org/collaboration/toc.html
• http://www.globaleducation.edu.au/global-education/what-is-global-ed.html
• Department of Industry and Resources www.doir.wa.gov.au
• Conservation Council www.conservationwa.asn.au
• Recfishwest www.recfishwest.org.au
• Department of Environment and Conservation www.dec.wa.gov.au
• Rockingham City Council www.rockingham.wa.gov.au
• Kwinana Industries Council www.kic.org.au
• Department of Fisheries www.fish.wa.gov.au
• Fremantle Ports www.fremantleports.com.au
• WA Fishing Industries Council www.wafic.com.au

35. References
• Department for Planning and Infrastructure www.dpi.wa.gov.au
• Cockburn City Council www.cockburn.wa.gov.au
• Water Corporation www.watercorporation.com.au
• Kwinana Town Council www.kwinana.wa.gov.au
• CSIRO Marine www.cmar.csiro.au
• South West Group www.southwestgroup.com.au
• WA Seagrass Webpage wwwscience.murdoch.edu.au/centres/others/seagrass
• Cockburn Sound Dolphin Research
www.environment.murdoch.edu.au/info/general/TrackingDolphins.html
• Department of Defence (Commonwealth) www.defence.gov.au