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GLOBAL PERSPECTIVES: A framework for the development of active global citizenship in NSW schools i

ContentsGlobal education and the development of active global citizenship ................................ 1

An introduction 1

Rationale ............................................................................................................................................................................. 2

Aims ..................................................................................................................................................................................... 3

Knowledge and understandings 3

Skills and processes 3

Values and attitudes 3

Action and participation 3

Global education learning emphases .......................................................................................................... 4

The five learning emphases 4

The Australian curriculum context and global education ........................................................... 5

The Australian Curriculum, Assessment and Reporting Authority (ACARA) 5

Global education and the NSW K–12 syllabuses ................................................................................ 6

Teaching the Australian curriculum and implementing a global education perspective in NSW schools 6

Table 1: Linking learning across the curriculum content and the Australian curriculum using the global education learning emphases 7

ii Global Education Project NSW

Implementing a global education perspective in NSW schools ............................................. 8

The globally engaged school 8

The globally engaged community 8

The globally engaged classroom 9

Pedagogical ideas for the globally engaged classroom 10

Table 2: Global Education Project NSW Model of Inquiry 11

Table 3: Primary teaching and learning activities 14

Table 4: Secondary teaching and learning activities 15

Global education outcomes .............................................................................................................................16

Table 5: Primary Stages ES1–S3 16

Table 6: Secondary Stages 4–6 22

…a final word ...............................................................................................................................................................27

Online resources ........................................................................................................................................................28

Global Education Project NSW 28

Global Education National 28

Global Education: Glossary of key words ...............................................................................................29

GLOBAL PERSPECTIVES: A framework for the development of active global citizenship in NSW schools 1

Global education and the development of active global citizenship

An introductionGlobal education is a perspective which broadens students’ outlook to become active, engaged citizens of the global community. It provides deep learning opportunities for the exploration of all subjects through the five global education learning emphases: interdependence and globalisation; identity and cultural diversity; social justice and human rights; peace building and conflict resolution; and sustainable futures.

By focussing on the global nature of our society, and drawing on the students’ diverse backgrounds and experiences, students study the ways in which every-day life and experience affect, and are affected, by the wider world. In doing so, they develop knowledge and understanding, skills and processes, values and attitudes of global citizenship as well as an understanding of their role and responsibility when engaging in action and participation.

This framework provides a structure to build global competence1. Globally competent individuals are empowered to identify, understand and act on global issues of significance and contribute to a more peaceful, just and sustainable world at a local, national and/or international level.

1 Global competence is the capability and disposition to understand and act on global issues of significance (Boix Mansilla, 2011 p. xiii)

2 Global Education Project NSW

The implementation of a global education perspective at all stages of schooling prepares globally competent individuals for the 21st century. These students will be: aware, curious, and interested in learning about the

world and how it works

able to use the big ideas, tools, methods, and languages that are central to any discipline to engage the pressing issues of the time and make a positive contribution.

Globally competent students have learnt how to investigate matters of global significance by identifying and understanding the areas of: diversity, inequality, global justice, peace building, sustainability and the effect of change.

To be active, ethical, and effective global citizens, students must develop an understanding of the dynamic nature of human society. To do this students need to appreciate the cultures and contributions of diverse groups of people, and develop a better understanding of the economic, technological, and social forces shaping their lives and future work. Students develop critical thinking, problem solving and communication skills in a co-operative learning environment that promotes informed active citizenship.

A global perspective equips students with the capacity to engage, in an informed manner, in the complex and interconnected world in which they live.

Global education also builds capacity to support quality teaching by developing:

a commitment to the promotion of tolerance, equity, diversity and openness

a philosophical understanding of the interconnectedness of the five learning emphases

skills in identifying, acquiring and using diverse, authentic and culturally respectful sources of information about other peoples, cultures, events and issues

advocacy for global education, as an agent of change – including curriculum change.

Current Board of Studies, Teaching and Educational Standards (BOSTES) syllabuses are designed to provide opportunities that prepare students for effective and responsible participation in society as active and informed citizens. Global education provides a meaningful perspective of knowledge and understanding, skills and processes, values and attitudes and action and participation which explicitly address these opportunities.

Rationale

Right: Fijian street parade. Wikimedia Commons


Aims Through the implementation of a global education perspective students will develop:

Skills and processes critical thinking

the ability to argue effectively

co-operation and conflict resolution

problem solving

ethical decision making.

Values and attitudes a sense of identity and self-esteem

a sense of community

concern for the environment and commitment to sustainable practices

a positive attitude towards diversity and difference

commitment to upholding the rights and dignity of all people.

Action and participation the ability to see connections between action and

the consequences of such action

a willingness to be involved in ethical action for change

skills and processes for taking such action.

2 http://www.un.org/millenniumgoals/bkgd.shtml

Knowledge and understandings an understanding of one’s self, one’s culture and

being open to the cultures of others

an understanding that there are: – ways that individuals and communities depend

on each other – ways and means to support the fair and

equitable treatment of all people – examples of ways to achieve peace, security and

co-operation – choices and consequences for those in situations

of conflict – eight (8) United Nations Millennium Development

Goals 2 to reduce poverty and advance human development

a sense of responsibility for the long-term care of the environment.


Global education learning emphases

Human rights: international commitments to protect civil, political, economic, social and cultural rights as identified in the Declaration of Human Rights and the Convention of the Rights of the Child 3.

Peace building and conflict resolutionPeace building: actions that take place in times of peace or post-conflict, with the aim of preventing conflict or a re-lapse into conflict.

Conflict resolution: the process of working through a disagreement or dispute with the aim of reaching a mutually acceptable outcome.

There are five learning emphases, or themes, that global education explores. By exploring one or all of the five learning emphases students are provided with opportunities to see themselves as global citizens who can actively participate in, and contribute to, a more peaceful, just and sustainable world.

Sustainable futuresSustainable futures: the ways in which we can meet our current needs without diminishing the quality of natural or cultural environments or reducing the capacity of future generations to meet their own needs.

Global education promotes learning and empowers students to more appropriately:

identify differences and similarities in culture, societies and countries

make connections between individuals and cultures and explore interdependence between these cultures and individuals

investigate alternative courses of action

consider the likely consequences and the advantages and the disadvantages of each alternative course of action

explore and discuss rights and responsibilities

reflect on one’s own intellectual growth and review forms of ethical participation when engaging in the area of action and participation as a globally competent individual.

The five learning emphases Interdependence and globalisationInterdependence: the relationship of mutual dependence between all elements and living things. It recognises that decisions and actions taken in one place have an effect on what happens elsewhere.

Globalisation: the process by which the world is becoming increasingly interconnected as a result of increased trade, global migration and cultural exchange. The increase in activity has been brought about largely by advances in technology, transportation and communication.

Identity and cultural diversity Identity: the specific characteristics particular to an individual or group within the world, a society or an institution.

Cultural diversity: the variety of cultures that co-exist within the world, a society or an institution.

Social justice and human rightsSocial justice: the application of the principles of equity, access, participation and rights for all people.

Voter holding a Republic of Vanuatu Electoral Card. Wikimedia Commons

3 http://www.ohchr.org/en/professionalinterest/pages/crc.aspx


The Australian curriculum context and global education

The Australian Curriculum, Assessment and Reporting Authority (ACARA)

The Australian government established ACARA as an independent authority responsible for the development of national curriculum, assessment, data collection and reporting programmes to support 21st century learning for all Australian students.

The development of the Australian curriculum is guided by two key documents: the Melbourne Declaration on Education Goals for Young Australians4 and the Shape of the Australian Curriculum5. These documents have provided the context and policy background from which the curriculum was developed.

Global education assists in the facilitation towards the achievement of 21st century educational goals identified in the Melbourne Declaration on Education Goals for Young Australians which states: ‘As a nation Australia values the central role of education in building a democratic, equitable and socially just society – a society that is prosperous, cohesive and culturally diverse, and that values Australia’s indigenous cultures as a key part of the nation’s history, past and future…’ Further, the Declaration insists that, ‘Australian schooling promotes equity and excellence and that all young Australians become: successful learners; confident and creative individuals; active and informed citizens.’

The Shape of the Australian Curriculum is a paper that identifies the knowledge and skill priorities that need to be included in all curriculum documents.

It is the remit of ACARA that the Australian curriculum must be relevant to the lives of students, and address

the contemporary issues they face. As such, and with the goals of the Melbourne Declaration on Education Goals for Young Australians in mind, three priorities are embedded in all Australian curriculum syllabus documents. These are called cross-curriculum priorities. They are: Aboriginal and Torres Strait Islander histories

and cultures This priority will allow students the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world.

Asia and Australia’s engagement with Asia6 This priority enables students to develop a better understanding of the countries and cultures of the Asia region including an appreciation of the economic, political and cultural interconnections that Australia has with the region.

Sustainability This priority encourages students to develop an appreciation of the need for more sustainable patterns of living, and to build the capacities for thinking and acting that are necessary to create a more sustainable future.

6 For the purposes of the GLOBAL PERSPECTIVES: A framework for the development of active citizenship in NSW schools, ‘Asia’ can be defined in geographical terms, but it can also be described in terms of cultural, religious, historical and linguistic boundaries or commonalities. The study of Asia is likely to cover the sub-regions of West Asia, South Asia, North-east Asia and South-East Asia. In some instances, the definition of Asia extends to the Asia-Pacific Region.

4 http://education.gov.au/melbourne-declaration-educational-goals-young-people

5 http://www.acara.edu.au


Global education and the NSW K–12 syllabuses

7 The BOSTES Learning across the curriculum addresses the mandatory cross-curriculum priorities and general capabilities as required by the Australian curriculum.

Teaching the Australian curriculum and implementing a global education perspective in NSW schoolsIn NSW, the Australian curriculum cross-curriculum priorities and general capabilities are embedded within the learning across the curriculum content (refer to Table 1). The Board of Studies, Teaching and Educational Standards (BOSTES) has recognised that to live and work successfully in the diverse 21st century world, students need to be equipped with knowledge and understanding, skills and processes, values and attitudes that help them to successfully navigate such diversity. In order to achieve this, BOSTES has included the Australian curriculum cross-curriculum priorities and general capabilities, and has identified additional, essential content to be integrated into all Key Learning Areas. In NSW this is called Learning across the curriculum 7. The five global education learning emphases complement the BOSTES Learning across the curriculum and together work toward the goal of active and informed citizenship for all students.

Avalanche experiment, Global Education MyScience (GEMS), Epping West Public School


Table 1: Linking learning across the curriculum content and the Australian curriculum using the global education learning emphases

BOSTES: Learning across the curriculum content

Australian curriculum: Cross-curriculum priorities

Australian curriculum: General capabilities

Overarching global education: Learning emphases

Aboriginal and Torres Strait Islander histories and cultures

Aboriginal and Torres Strait Islander histories and cultures

In

terd

epen

denc

e an

d g

loba

lisat

ion

Id

entit

y an

d cu

ltura

l di

vers

ity

So

cial

just

ice

and

hum

an ri

ghts

Pe

ace

build

ing

and

conf

lict

reso

lutio

n

Su

stai

nabl

e fu

ture

s

Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia

Civics and citizenship

Critical and creative thinking Critical and creative thinking

Difference and diversity

Ethical understanding Ethical behaviour

Information and communication technology Information and communication technology (ICT)

Intercultural understanding Intercultural understanding

Literacy Literacy

Numeracy Numeracy

Personal and social competence Personal and social

Sustainability and environment Sustainability

Work and enterprise


Implementing a global education perspective in NSW schools

The globally engaged schoolIncorporating global education strategies facilitate the development of students’ awareness, curiosity and interest in learning about the world and how it works. Educating for global competence is not just a curriculum issue. Implementing global education in schools requires the development of shared vision, goals and objectives. Becoming better at educating for global competence involves rethinking practices and recognising that there are no simple recipes for success.

Factors8 in a globally engaged school that are most likely to support positive change toward global competence include: a vision of future directions for the school, shared

with the school community, which include goals and objectives

global education principles embedded in school policies

an implementation group or committee drawn from the school community including teachers,

non-teaching staff, parents, students and specialist advisers, to give ownership to all sectors of the school and a structure to ensure that the workload is spread amongst the school community

active participation of the school leadership team in planning, implementing and evaluating

identifying the ways that global education reflects and complements state and sector policies, guidelines and syllabuses

a co-ordinated, clear and well-documented approach to curriculum planning and design

appropriate opportunities for teacher professional development and learning

implementing global education at a rate that is compatible with the school’s capacity

keeping the school and local community informed of progress regularly

ensuring that school-based global education achievements are acknowledged and celebrated, and concerns addressed.

8 The factors of a globally engaged school can be used by a school to plan, implement and eveluate. Its components can be used to explore the school’s goals, vision and practices; the flexibility and content of the school’s curriculum program; and the readiness of teachers and learners to benefit from global education.

The globally engaged communityMany global education initiatives can be achieved through collaborative action with the local and broader community. This can include partnerships with other educational institutions, local councils, businesses, industry, and community groups and networks.

Using partnerships and links can create lifelong dispositions and workplace competencies for students.

Students participate in a Geography fieldwork event. Kath Berg.


The globally engaged classroomTeaching and learning with a global perspective builds on students’ existing knowledge and experiences and helps them to understand their world and develop as global citizens 9.

Students discover how to become involved in community activities that support global justice, human rights and sustainable futures, both within and beyond the school community.

Learner-centred and inquiry based activities engage the interest(s) of the students and have a lasting educational impact. This assists students to develop an understanding that they are all members of a global community. The ties that connect them mean that all actions and ways of thinking have an impact on the wider community.

Practising active and informed citizenship has the potential to go beyond the academic, to focus on the whole person and develop life-long dispositions.

In summary students become active, engaged citizens when teachers:

indentify the most appropriate pedagogy to progressively deepen understanding and maximise engagement and learning of every student

plan teaching and learning activities that broaden their students’ knowledge and understanding of the world in which they live to achieve the Global Education Outcomes.

Geography students participate in the Big Week Out, Rottnest Isalnd WA. Kath Berg.

9 Browett & Ashman 2008, Thinking Globally: Global perspectives in the early classroom, Curriculum Corporation, Carlton South


(TS) Co-operative learning creates situations where students can work together in pursuit of a shared goal. Collaborative work, in pairs or groups, encourages learners to negotiate, compromise and work together to solve problems. Co-operative tasks are useful in promoting a sense of responsibility to others, appreciation and respect for the input of others, and a willingness to reflect on outcomes. Incorporating collaborative projects or action research, for instance, can link students to the world beyond the classroom. This may involve working with local community groups, with other schools or organisations at a local, national or international level.

(TS) Inquiry-based learning are activities for all stages of schooling that become journeys of discovery. This approach creates a strong sense of purpose, promotes critical thinking, and supports students in taking responsibility for their own learning.

(TS) Inclusive classrooms encourage interaction and communication between learners and creates a positive learning environment.

(TS) Inclusive participation Social and/or cultural pressures may influence the

extent of gender participation and roles within an activity and/or in the classroom.

Learners should be provided with opportunities to undertake different roles and to be heard, regardless of race, gender or ability.

Incorporation of appropriate language for effective delivery.

(TS) Student centred learning makes use of existing knowledge, skills and processes of the learner. Student centred learning supports learners in questioning, discussing, negotiating and taking action on issues that concern them.

Teaching Strategies = (TS); Essential Learning = (EL); Classroom Considerations = (CC)

Pedagogical ideas for the global education classroom

Above right: Global Education Project – A snapshot of South East Asia, Auburn Girls High School Right: Global Education Project – Global Getaway, PLC Armidale. Amy Walsh


Table 2: Global Education Project NSW Model of InquiryAn integrated inquiry planning model, adapted from Murdoch, Kath (2007), Helping your pupils to work co-operatively

Tuning in

Preparing to find out

Finding outSorting out Going further

Making connections

Taking actionEvaluating


(TS) Experiential learning makes use of opportunities to learn through hands-on experiences, site visits and authentic tasks that promote active, involved learning and produce positive outcomes for students. Well researched, planned and purposeful experiential learning motivates and stimulates thinking by engaging students as active participants. Further, a variety of learning activities which develop effective communication skills assists students to express their thoughts, explore different feelings and responses, and develop a better understanding of complex issues in concrete ways.

(TS) Critical literacy strategies analyse a range of texts including print, digital and social media, produced by different cultures and countries which encourage a balanced approach when thinking critically about opinions, arguments and evidence, and detecting bias and prejudice. Providing opportunities for learners to identify and discuss how advertising and images, for example, can influence people’s thinking and action is an essential part of global education. By engaging with differing media perspectives, students can learn to develop understandings of underlying issues, assumptions and contexts.

When using the media, students may need assistance to:

distinguish between fact, interpretation and opinion

explore the extent to which the language is neutral, emotive or biased

discuss whether the account is balanced by other views and perspectives

recognise and critically evaluate the expertise of people who are quoted or interviewed

identify and test the accuracy of information about the context or historical background

recognise and evaluate statements that convey cause and effect linkages

evaluate whether the media report allows the reader, the viewer or the listener, to make up their own mind

explore assumptions about the knowledge, predispositions and expectations of the audience.

(EL) Information and Communication Technologies (ICT) engage students in skills of analysis and critical thinking, with a wider view of the world; extends their knowledge about how the world works and assists in the facilitation of change in learning and thinking. Used as a positive learning tool, ICT provides a valuable source of communication and information 24/7.

Left: Students conduct a water testing task. Land’s Edge excursions

Computer education, India. Wikimedia Commons


(EL) Traditional and contemporary sources are most effective in teaching when a wide range of sources are used from other cultures and countries.Speakers from local communities can provide differing perspectives about an issue or an event. Using a wide range of sources avoids stereotyping and misinformation.

(EL) Controversial and contentious issues are an important part of the intellectual growth and development of students. Handled appropriately studying such issues equips them with the knowledge, critical thinking skills and emotional literacy to engage in democratic decision-making. The following principles are important when dealing with controversial issues:

(i) issues need, and should receive, a balanced study and critical appraisal. Minority opinions and views should be included with differences examined and clarified, so that the underlying reasons for different views can be identified and discussed

(ii) students should reach their own informed opinions based on individual and group research and discussion

(iii) students should develop skills to enable them to formulate arguments using evidence

(iv) the provision of opportunities for students to respond to alternative views in constructive and balanced ways

(v) the provision of opportunities for students to test opinions and views of global issues by identifying the positions and values that are embodied in the Universal Declaration of Human Rights, 1948, the Convention of the Rights of the Child, and in other United Nations covenants to which Australia is committed.

(EL) Challenging stereotypes enables students to comprehend and challenge stereotyping of peoples and cultures based on religion, ethnicity and gender. Teachers may need to consider the:

elements of their physical classroom and daily routine that might perpetuate stereotyping

identification of persistent stereotypes that obstruct the understanding of peoples and cultures from other countries or regions

use of a wide variety of reputable and contemporary sources and images to counter stereotypical views of developing countries as places of war, famine, drought and natural disaster, or as an exotic holiday destination

skills required by students to question and critique texts (e.g. advertising, media images)

underlying causes of stereotypical perceptions of other cultures, especially those based on colonialism, racism, ethnocentrism and sexism.

(CC) Building self-esteem promotes and supports the development of positive self-image and sense of personal achievement in students.

(CC) Guest speakers assist in developing an understanding of different perspectives.

Left: Yirrkala bark painting. Wikimedia Commons


Table 3: Primary teaching and learning activitiesThe following tables are examples of teaching and learning activities and are designed to transcend stages in the primary and secondary school. The activities work toward both BOSTES syllabus and global education outcomes.

Students will learn about:

CREATIVE ARTS ENGLISH PDHPE LANGUAGES MATHEMATICS SCIENCE & TECHNOLOGY GEOGRAPHY HISTORY

Knowledge and understandings – Interdependence and globalisationartworks from different cultures and places and how they influence each other

vocabulary, literary style and perspectives in a range of texts

health issues affecting people in different places

how languages influence each other and can have common features

the ways people use space and measurement

the global expansion of scientific knowledgedesigns of objects from different places

cultural and geographic inter-connections between people and places

celebrations and commemorations around the world

Knowledge and understandings – Identity and cultural diversitythe features of artworks from different cultures

different identities and cultures as expressed in oral, written and multimedia texts

games from around the world

linguistic diversity in Australia and around the world

how cultures create patterns, puzzles and games

scientific contributions of people and culturesthe changing design of objects from different places over time

the different features of place and their contribution to identity

the role of culture in the changes to a community’s identity over time

Knowledge and understandings – Social justice and human rightshow various cultures convey specific messages through their artworks

prejudice and cultural stereotypes in texts

the wellbeing of people in other countries

cultural stereotypes through linguistic features

comparative lifestyles through cost of living comparisons

the effect of science and technology on people’s lives

the influences of people on place and space

acts of racism, discrimination and prejudice, and the struggle for rights and freedoms in Australia

Knowledge and understandings – Peace building and conflict resolutionpeace building and conflict resolution through artmaking

the use of texts to negotiate responses to conflict situations and build peace

the ways people and environments are exploited

intercultural communication skills

the inequitable distribution of resources through number and measurement

ethical issues that arise from the use of scientific knowledgethe use of technology to assist people

the factors and issues that affect connection to place

the effects of change on Australian society

Knowledge and understandings – Sustainable futuresartmaking techniques to represent the environment

environmental interconnections and human use

global health issues the links between language and culture

environmental change through measurement

the sustainability of the natural and cultural environmentthe contribution and value of technology in sustaining life

what makes a place special to people and how it is maintained

significant people, places, events and sites and their change over time


Table 4: Secondary teaching and learning activitiesStudents will learn about:

CREATIVE ARTS ENGLISH PDHPE LANGUAGES MATHEMATICS SCIENCE GEOGRAPHY HISTORY

Knowledge and understandings – Interdependence and globalisationthe impact of globalisation on the artworks

the transfer and change of literary traditions throughout the world

the effect of globalisation on global health issues

conceptions and connections between languages and cultures

sourcing, tabulating, interpreting and presenting data about global trends

interdependence of scientific innovation and its global impact

people and places, and the interdependence of different societies and cultures in the Asia Pacific region

the interconnection people and societies from the past

Knowledge and understandings – Identity and cultural diversitytraditional and contemporary artworks from a range of cultures

diverse cultures and traditions using a range of texts

the changing of sport from an historical and contemporary perspective

traditional and contemporary cultures, through language

the history of mathematics and the contributions of diverse cultures and societies to mathematical knowledge

the role of culture in shaping the development of science

factors that influence cultural identity

culture as a multi-faceted, variable, dynamic construct

how Australia has been shaped by movements of people over time

Knowledge and understandings – Social justice and human rightsexamples of exploitation of artmakers in various cultures

prejudice and cultural stereotypes through a range of texts

issues of social equity related to sport participation

the Declaration of the Rights of the Child

the language of social justice and human rights in specific cultures

the methods used to measure the success of the 8 Millennium Development Goals

global scientific co-operation in medicine, chemistry and physics

the role of the UN in promoting peoples’ rights and responsibilities, and how international agreements affect human wellbeing

the interpretation of historical events and issues and their impact on today’s society

Knowledge and understandings – Peace building and conflict resolutionhow artworks communicate opinions about peace-building and conflict resolution

media representation of people from different cultures, and identify bias and conflicting interests

global sports events to examine their effectiveness in achieving co-operation

the steps of intercultural communication

data used to create maps and graphical representations

different interpretations of scientific development and their impact

the role of ICT in resolving conflict and promoting global interconnectedness

the contributions by individuals and organisations to peace building

Knowledge and understandings – Sustainable futuresthe evolution of artmaking techniques and materials

media campaigns designed to change behaviour for a more sustainable future

investigate ways of providing food security

languages of the past, the present and of the future

the use of data to test ideas and solutions relevant to sustainable development and to predict possible future challenges

environmental and cultural sustainability through an examination of scientific research

sustainability and how countries and organisations co-operate to achieve sustainable futures

developments and decisions from the past that have produced environmental consequences


Global education outcomesThis table provides a scope and sequence of global education outcomes. It will assist teachers when planning and developing teaching and learning activities that address BOSTES syllabuses.

Table 5: Primary Stages ES1 – S3A student will:

Context Early Stage 1 Stage 1 Stage 2 Stage 3

Understanding context

identify the context of a familiar environment

explore the context of a familiar environment

recognise that context may influence interactions with the environment

locate Australia in the Asia-Pacific context

compare different points of view and the context and influence of opinion

recognise that context influences attitudes, social interactions and opinions

Knowledge and understanding Early Stage 1 Stage 1 Stage 2 Stage 3

Interdependence and globalisation

identify the relationships between people and places

recognise the diversity of people, places, communities and cultures

explore the diversity of people, places, communities and cultures

identify ways that people in the local community assist others

identify the 8 Millennium Development Goals (MDGs)

describe the ways individuals and communities depend on each other

discuss ways that people in the local community assist others and how people become involved

describe the 8 Millennium Development Goals (MDGs)

Identity and cultural diversity

recognise aspects of their own identity

identify ways that people in a family and/or extended family interact with each other

recognise aspects of their own identity compared to others

explore some common cultural characteristics that are shared with others in the local community

develop a sense of shared identity with others, as a member of a community – locally, nationally, globally

identify factors that contribute to personal and cultural identity

identify and discuss cultural influences on their community – locally and nationally


Knowledge and understanding Early Stage 1 Stage 1 Stage 2 Stage 3

Social justice and human rights

recognise fair and unfair practices

identify roles and responsibilities within a family

describe fair and unfair practices

identify roles and responsibilities within a family and the local community and determine appropriate ways in which people interact with others

identify fair and unfair practices and the impact these have on a community

identify rights and responsibilities and decision making processes in the school/community

demonstrate how participation can contribute to the quality of community life

discuss fair and unfair practices

identify situations and incidents where people are denied justice and rights

Peace building and conflict resolution

describe the difference in the feeling of peace and the feeling of conflict

describe the concept of peace building

identify ways in which conflict can be prevented or peacefully resolved

identify actions that support peace building

investigate ways in which conflict can be prevented or peacefully resolved

understand that decisions made and actions taken in one place can affect others

demonstrate ways in which conflict can be prevented or peacefully resolved

Sustainable futures

discover how the natural and human environment are used

explore some of the interconnections between people and the environmentidentify appropriate and inappropriate use of the natural and human environment

identify some of the interconnections between people and the natural environment

compare some of the interconnections between people and the natural environment

Primary Stages ES1 – S3


Skills and processes Early Stage 1 Stage 1 Stage 2 Stage 3

Critical thinking

describe aspects of their world and their own experiences

demonstrate the ability to use information imaginatively and creatively

distinguish between information and fact

distinguish between information and persuasive language

demonstrate the ability to interpret information imaginatively and creatively

evaluate the purpose and effect of information

identify supporting evidence

demonstrate the ability to interpret and use information imaginatively, creatively and critically

identify connections between texts when responding to and composing texts

evaluate the purpose and effect of a statement, a recollection, or an argument

recognise fact, opinion, bias, and stereotyping

Ability to argue effectively

communicate with others in a discussion

demonstrate the ability to listen to others

be aware of purpose, audience and subject matter

communicate with a range of people in informal and guided activities

demonstrate interaction skills

be aware of how communication is adjusted in different situations


demonstrate the ability to share and discuss ideas and listen to others

contribute to a discussion

communicate in informal and formal contexts by adopting roles in a range of contexts


communicate effectively for a variety of audiences and purposes using challenging language forms and features

understand that there are different ways of communicating a point of view

recognise the influence of differing points of view



A student will:


Skills and processes Early Stage 1 Stage 1 Stage 2 Stage 3

Co-operation and conflict resolution

demonstrate the ability to: (a) share(b) listen(c) follow instructions(d) develop empathy

demonstrate the ability to: (a) work independently (b) share with others (c) discuss ideas

practice active listening skills

demonstrate the ability to: (a) work independently (b) share with others (c) discuss ideas

identify different points of view

recognise that there are different ways of interacting


identify different ways of interacting

identify different points of view and consider their impact on decision making within a group


Problem solving

recognise a problem and identify that there is a solution

recognise and demonstrate the process of solving a problem

identify a problem and choose a solution

discuss differences of viewpoint, opinion, life experience, that exist in the community

identify a problem, choose a solution, and evaluate the process

Ethical decision-making

identify ways their own needs and the needs of others are met individually and co-operatively

identify roles and responsibilities within the family, school and local community and how they interact with others

investigate decision making processes in the school and local community

explain decision making processes



Values and attitudes Early Stage 1 Stage 1 Stage 2 Stage 3

Sense of identity and self-esteem

describe aspects of their own identity

develop an appreciation of their own identity and how this is valued

identify aspects of their own identity and the similarity to others

recognise that other views exist

recognise individual achievement and the achievements of others

understand the importance of considering other points of view

Positive attitude towards diversity

recognise diversity within a group

recognise the richness that diversity brings to all communities

accept cultural difference

identify diversity of cultures and individuals within cultures



develop an understanding of diversity of cultures and individuals within cultures



develop a greater understanding of diversity of cultures and individuals within cultures



Sense of community

recognise that:(a) they are part of a group(b) everyone is part of a group

identify the community(ies) to which people belong

recognise that communities are collections of individuals with diverse and common interests

identify the attributes of the community(ies) to which they belong

recognise that communities are collections of individuals and occur in a variety of scales

Concern for the environment and commitment to sustainable practices

identify the ways humans use the environment

adopt sustainable practices in their own life

describe ways humans use or interact with the environment


examine the relationship between humans and the environment and the effect of their interactions


discuss human interactions and their impact on the environment



A student will:


Values and attitudes Early Stage 1 Stage 1 Stage 2 Stage 3

Commitment to upholding rights and dignity of all people

demonstrate empathy and concern for others

develop an interest in, and concern for, others

develop an empathy for people in need in the local community

develop sensitivity to the rights of others

demonstrate empathy and concern for people in need in all communities

develop sensitivity to the rights of others

Action and participation Early Stage 1 Stage 1 Stage 2 Stage 3

Ability to see connections between action and consequences

recognise that one’s actions and decisions affect others

identify that one’s actions and decisions have consequences

explore actions and influences that may impact others and the environment

demonstrate that actions and influences may impact others and the environment

Willingness to be involved in action for change

develop an ability to participate in a group

contribute to the actions of a group

identify how a group can effect change within their local community

explore and evaluate how a group can effect change globally

Skills and processes for taking action

demonstrate a willingness to co-operate and participate in a group task

identify ways individuals and groups can make a difference

explore and evaluate ways individuals and groups can make a difference

demonstrate a positive attitude towards affirmative action

identify instances of need, aspects of social injustice, etc.

learn about ways that individuals and groups can make a difference



Global education outcomes

This table provides a scope and sequence of global education outcomes. It will assist teachers when planning and developing teaching and learning activities that address BOSTES syllabuses.

Table 6: Secondary Stages 4 – 6 A student will:

Context Stage 4 Stage 5 Stage 6

Understanding context

recognise the factors that contribute to context, from individual to national

understand that context shapes cultures, beliefs and identities

account for contextual influences on attitudes , interactions and opinions

explain how differing contexts affect perceptions of global issues and events

analyse for contextual influences, attitudes, influences and opinions

Knowledge and understanding Stage 4 Stage 5 Stage 6

Interdependence and globalisation

understand what interdependence means, culturally, politically and economically

recognise that globalisation creates rewards and problems for all nations

discuss the role and purpose of the 8 Millennium Development Goals (MDGs)

understand the complex social, economic and political links between people and nations

identify equity issues in globalisation

explain the 8 Millennium Development Goals (MDGs)

understand the effects of globalisation on cultures, political systems and economies

evaluate competing arguments about globalisation

analyse the success of the 8 Millennium Development Goals (MDGs)

Identity and cultural diversity

understand the role of culture in shaping identity and beliefs

analyse factors that contribute to personal and cultural identity

recognise and respect cultural differences

identify ways of addressing cultural conflict


Knowledge and understanding Stage 4 Stage 5 Stage 6

Social justice and human rights

identify areas of discrimination and inequity

explain essential rights and responsibilities

define the 8 Millennium Development Goals (MDGs)

discuss international action

recognise that inequality and discrimination are denials of fundamental human rights

understand the responsibilities of globally aware citizens to uphold human rights and social justice

examine Australia’s role in achieving the 8 Millennium Development Goals (MDGs)

evaluate why international conventions are not universally accepted

evaluate the effectiveness of particular actions in achieving the 8 Millennium Development Goals (MDGs)

Peace building and conflict resolution

identify effective ways of approaching problems

recognise that people can take action to improve situations and conditions

apply the principles of conflict resolution to real-world situations

understand that globalisation can contribute to the positive resolution of conflict

evaluate competing arguments about the role of international agencies

Sustainable futures

recognise that what we do now affects future generations

identify the characteristics of sustainable cultures

discuss international action

understand why environmental stewardship is important for future generations

assess the impact of globalisation on cultural continuity

identify particular actions in achieving the 8 Millennium Development Goals (MDGs)

evaluate arguments about conflicts between environmental and/or cultural sustainability and economic development

Secondary Stages 4 – 6


Secondary Stages 4 – 6A student will:

Skills and processes Stage 4 Stage 5 Stage 6

Critical thinking

identify a range of processes, skills, strategies and knowledge for comprehending and responding to information from different media and technologies

recognise fact, opinion, bias, faulty reasoning, assumptions, and stereotyping.

identify critical thinking skills to evaluate all information, data and opinions

critically assess a wide range of processes, skills, strategies and knowledge for responding to and composing information from a wide range of different media and technologies

use a widening range of processes, skills, strategies and knowledge to respond to information from different media and technologies

assess the impact of fact, opinion, bias, faulty reasoning, assumptions, and stereotyping

apply critical thinking skills to evaluate information, data and points of view

use a full range of processes, skills, strategies and knowledge to respond to information from different media and technologies

apply critical thinking skills to evaluate information, data, and points of view

effectively use, and critically assess, a wide range of processes, skills, strategies and knowledge for responding to increasingly sophisticated information from a wide range of different media and technologies

Ability to argue effectively

compose, edit and present well-structured and coherent points of view

use evidence and sequenced ideas to develop a case or propose a solution

use effective language to creatively shape meaning with accuracy, clarity and coherence

respond to and compose increasingly sophisticated and sustained responses for understanding, interpretation, and critical analysis

use evidence-based reasoning when presenting a case or argument

Co-operation and conflict resolution

demonstrate collaborative and co-operative behaviour

practise active listening and negotiation skills

apply the principles of co-operative behaviour

use negotiation and active listening skills in interactions with others


act co-operatively and collaboratively


apply the principles of negotiation and mediation in interactions


Secondary Stages 4 – 6

Skills and processes Stage 4 Stage 5 Stage 6

Problem solving

use the information literacy skills hierarchy: define, locate, select, organise, present and assess to solve problems

use research skills to investigate and evaluate information

compare the validity of competing arguments

apply research and information literacy skills to evaluate the relevance and importance of information

Ethical decision-making

recognise that decisions are influenced by a range of factors

apply principles of ethical decision-making when proposing solutions and actions

recognise that decisions have different effects on a range of stakeholders

apply principles of ethical decision-making when proposing solutions and actions

Values and attitudes Stage 4 Stage 5 Stage 6

Sense of identity and self esteem

understand and value the views of others

recognise the effect of interactions with others

demonstrate awareness of the effect of interactions with others

demonstrate awareness of the ability to influence events

demonstrate a sense of self-efficacy

Positive attitude towards diversity and difference

recognise that individuals are shaped by cultural practices and beliefs



be aware that cultural practices are determined by context

accept differences between: (i) individuals and (ii) cultures



have empathy and respect for cultural diversity



Sense of community

recognise the communities that he/she belongs to

recognise that communities are collections of individuals and occur in a variety of scales

be aware of the interdependence of communities at all levels, from the local to the global

demonstrate a sense of belonging and responsibility

make connections in relationships and has empathy and respect for others

demonstrate a sense of belonging and responsibility


Secondary Stages 4 – 6 A student will:

Values and attitudes Stage 4 Stage 5 Stage 6

Concern for the environment and commitment to sustainable practices

understand the interdependence of human and natural systems

be aware of the effects of actions now on future generations

analyse the impact of human interactions on the environment

be willing to adopt sustainable practices in own life

be aware of the environmental responsibilities of the current generation for the future

adopt sustainable practices in own life

demonstrate leadership in actions for sustainability

adopt sustainable practices in own life

Commitment to upholding rights and dignity of all people

recognise that there are basic human rights that must be upheld

be aware that all people have the right to be respected and treated fairly and equally, regardless of gender, age, appearance, culture or any other distinguishing factors

uphold values of equity, fairness and respect in all interactions

Action and participation Stage 4 Stage 5 Stage 6

Ability to see connections between action and consequences

recognise the role of individual and group action in making changes

analyse the impact of actions on others evaluate possible courses of action to determine effects on a range of stakeholders

Willingness to be involved in action for change

recognise that interdependence implies responsibility

recognise that change occurs through action

demonstrate responsible citizenship through action for positive change

adopt the values of responsibility and active citizenship when responding to local and global issues

Skills and processes for taking action

identify appropriate areas for action to make a positive change

apply the principles of collaborative action to promote positive change

apply the principles of collaborative action to promote positive change

demonstrate active citizenship

demonstrate active citizenship


…a final wordThe GLOBAL PERSPECTIVES: A framework for the development of active global citizenship in NSW schools, provides the guiding principles for teachers who are passionate about educating their students to be globally competent individuals; individuals who are empowered to identify, understand and act on global issues of significance in a positive way to contribute to a more peaceful, just and sustainable world at a local, national and/or international level.

As lead writer, I acknowledge and thank everyone involved in the development of the GLOBAL PERSPECTIVES: A framework for the development of active global citizenship in NSW schools. In particular, the classroom practitioners who gave so generously of their time and expertise to ensure a robust document that is acknowledged by teachers as highly relevant, valuable, and essential to the K –12 programming process.

Kim TsolakisDirector GEPNSW


Online resourcesLinked to the Australian curriculum, the global education websites are resources that encourage global perspectives to be integrated in all Key Learning Areas. They are professional learning support mechanisms for teachers and provide a rich collection of activities arranged around the global perspectives framework.

The websites include: current information about global issues country profiles case studies teaching activities an extensive gallery of images and videos for

classroom use online quizzes and learning quests templates discussion groups communities of learning – Global Education

Project NSW Schools Network Program monthly newsletter and links to NGOs and professional development

providers.

The Global Education websites can be accessed at: New South Wales – www.ptc.nsw.edu.au/gepnswNational – www.globaleducation.edu.au


Global Education: Glossary of key words

Aboriginal and Torres Strait Islander peoplesAboriginal and Torres Strait Islander peoples are the original inhabitants of Australia, including the Indigenous people of the Torres Straits islands of Northern Queensland.

action research/project An informal, qualitative, interpretive, reflective and experimental methodology that requires all participants to collaborate with other people.

cause and effect ‘Cause’ refers to the range of reasons for an event or development and ‘effect’ to the range of subsequent outcomes or results.

citizenship The term ‘citizenship’ has both legal and social meanings. In a legal sense, it is that set of rights and responsibilities granted to a people in recognition of their attachment to a particular country. In a social sense, it refers to the participation of people in their community as they fulfil and debate their rights and responsibilities.

civics An identifiable body of knowledge, understanding and skills relating to the organisation and working of society, including a country’s political and social heritage, democratic processes, government, public administration and judicial systems.

colonialismThe practice by which a powerful country controls less powerful countries and uses their resources in order to increase its own and wealth.

community An identifiable group interacting on the basis of shared space and/or social organisation.

conflict resolution The process of working through a disagreement or dispute with the aim of reaching a mutually acceptable outcome.

contemporary Within the timeframe from the 1960s to the present.

cultural continuitySustaining the body of beliefs, attitudes, skills and tools with which members of a community structure their lives and interact with their environment.

cultural diversityThe variety of cultures that co-exist within the world, a society or an institution.

cultural environmentRefers to an environment developed over a period of time as a result of the interaction of culture and nature.

cultural heritage The continuity, from one generation to another, of a group’s culture, values and attitudes, including knowledge, language, arts, rituals, performances, sites and objects.

culture The accepted and traditionally patterned ways of behaving and a set of common understandings shared by the members of a group or community. Includes land, language, ways of living and working, artistic expression, relationship and identity.

democracy A form of government where the decision-making power is vested in the people. In a democracy, the people or their elected representatives determine policy and/or laws. Equality of rights is a principle of democracy.

empathyThe ability to share another person’s feelings and emotions as if they were their own.

ethical behaviourA strong personal and socially oriented ethical outlook that helps to manage context, conflict and uncertainty, and to develop an awareness of the influence that people’s values and behaviour have on others.

ethnocentrismUse of one’s culture as the ideal standard against which all other cultures are judged.

evidence Information that substantiates a position or provides support for a specific inquiry.

globalWorldwide. Often used to describe trends, circumstances or situations that exist in countries across the globe.

global perspectiveA national and/or international viewpoint on issues concerning human rights and social justice of all peoples. This perspective includes responses and initiatives of international human rights organisations as well as governments and communities.

globalisationThe process by which the world is becoming increasingly interconnected as a result of increased trade, global migration and cultural exchange.

human rights The international commitment to protect civil, political, economic, social and cultural rights as identified in the Declaration of Human Rights and the Convention of the Rights of the Child.


identityThe specific characteristics particular to an individual or group within the world, a society or an institution.

interdependence The relationship of mutual dependence between all elements and living things. It recognises that decisions and actions taken in one place have an effect on what happens elsewhere.

The increase in activity has been brought about largely by advances in technology, transportation and communication.

interpretation A particular way of understanding or explaining meaning

natural environmentIncluding water, air, living things, sunlight and natural features of the earth’s surface.

peace buildingActions that take place in times of peace or post-conflict, with the aim of preventing conflict or a re-lapse into conflict.

perspectiveA point of view from which events, problems and issues can be analysed.

racism The belief in the superiority of one race of people over others. Racism takes on many forms – attitudinal, institutional and cultural.

sexismThe idea or belief that the members of one gender are less intelligent or capable than those of the other gender.

social justiceThe application of the principles of equity, access, participation and rights for all people.

source Any written or non-written materials that can be used to investigate. A source becomes ‘evidence’ (see evidence) when it is used to support or challenge a viewpoint.

sustainability The ongoing capacity to maintain life, including the needs of the present, without compromising the ability of future generations to meet their needs.

sustainable futures The ways in which we can meet our current needs without diminishing the quality of natural or human environments or reducing the capacity of future generations to meet their own needs.

Definitions have been sourced from:1. Active Global Citizenship – Stage 5, Global Education Project

NSW, 20132. Collins English Language Dictionary, Collins ELT, 19873. English K–10 Syllabus, Board of Studies NSW, 20134. History K–10 Syllabus, Board of Studies NSW, 20135. Human Society & Its Environment K–6, Board of Studies NSW,

20136. Key words, Board of Studies, Teaching and Educational

Standards7. Society and Culture Stage 6 Syllabus, Board of Studies NSW,

20098. Stage 6 Syllabus Aboriginal Studies, Board of Studies NSW, 20109. The Shape of the Australian Curriculum: Civics and Citizenship,

Australian Curriculum, Assessment and Reporting Authority, October 2012.

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