global perspectives statement

7/30/2019 Global Perspectives Statement

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A framework for global education

in Australian schools


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A framework for global education

in Australian schools


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Global Perspectives: A ramework

or global education in Australian schools

ISBN: 978 1 74200 075 6

SCIS order number:1373226

Full bibliographic details are available

rom Curriculum Corporation.

Published by Curriculum Corporation

PO Box 177

Carlton South Vic 3053

Australia

Tel: (03) 9207 9600

Fax: (03) 9910 9800

Email: [email protected]

Website: www.curriculum.edu.au

Commonwealth o Australia 2008

This work is copyright. It may be reproduced in

whole or in part or study or training purposes

subject to the inclusion o an acknowledgment

o the source and no commercial usage or sale.

Reproduction or purposes other than those indicated

above requires the prior written permission rom the

Commonwealth. Requests and inquiries concerning

reproduction and rights should be addressed to

Commonwealth Copyright Administration, Attorney

Generals Department, Robert Garran Oces,National Circuit, Barton ACT 2600 or posted

at www.ag.gov.au/cca

Global Perspectives: A ramework or global

education in Australian schools has been unded

by the Global Education Project, which is supported

by the Australian Governments Overseas Aid Program.

The views expressed in this publication are not

necessarily those o the Global Education Project,

or the Australian Government.

Acknowlegments

Special thanks to the ollowing people or their

insightul comments.

Reerence group

Barbara Bereznicki, Curriculum Corporation; Diane

Boase, Global Education Project, Victoria; Joy de Leo,

UNESCO APNIEVE Centre; Proessor Christine Halse,

University o Western Sydney; Faith Hill, University o

Melbourne; Nick Hutchinson, Geography Teachers

Association NSW; Kathe Kirby, Asia Education

Foundation; Jo Lang, RMIT University, Cath Leary

Caritas; Lindsay Rae, World Vision Australia; Vicki

Schilling, Lutheran Education Queensland; Lindy

Stirling, Asia Education Foundation, Western Australia;

Libby Tudball, Monash University; Mark Wildy, Global

Education Centre, South Australia.

General consultation

Tenille Alord, Oberon High School, Vic; Susan Bliss,

Global Education Project, NSW; Megan Bourke,

Global Education Project, Vic; Julie Browett, Global

Education Project, Tas; John Buchanan, University o

Technology; Allison Bullock, One World Centre, WA;

Frank Cairns, Department o Education and Childrens

Services, SA; Margaret Calder, Global Education

Centre; Maggie Catterall, St Monicas Primary School

Footscray, Vic; Anne Dempster, GTAV; Lisa Djanegara,

Wilson Primary School, WA; Carmen Doyle, Beechboro

Primary School, WA; Julie Dyer, Deakin University;

Kylie Hosking, One World Centre, WA; Jan Kiernan,

Department o Education, Tas; Vicky King, Rochedale

State School, Qld; Hilary McLeod, Global Learning

Centre, Qld; Caroline Miller, Independent Schools

Council o Australia; Diane Peck, Department o

Education and Early Childhood Development, Vic;

Lucy Rahaley, Mercy College, WA; Pauline Sheppard,

Department o Education and Training, NSW; Grette

Toner, RMIT University; Maureen Welch, Asia Education

Foundation; Rod Yule, World Vision Australia.

Edited by: Kaye Quittner

Designed by: Deanna Vener

Printed in Australia by: GEON Impact Printing Pty Ltd


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ContentsIdci 2

What is global education? 2

How is global education refected in national thinking? 2

Why adopt a global perspective? 4

Bidig a ak gba dcai 5

The ve learning emphases o global education 8

Dpig gba dcai g cig 13

Stages o schooling 13

Teaching global education within learning areas 13

Including a global perspective within the primary curriculum 14

Including a global perspective within the secondary curriculum 16

Teaching global education across learning areas 19

Ipig gba dcai i c 20

Teaching and learning 20

Global education across the school 25

Appdi 26

Appendix 1: The globally engaged school 26

Appendix 2: Resources 26


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IntroductionGlobal Perspectives: A statement on global education or Australian schools was rst published

in 2002. Its purpose was to clariy the goals, rationale, emphases and processes o global

education and to serve as a resource a philosophical and practical reerence point or all

Australian teachers and students. The statement was the result o extensive planning and

consultation, and synthesised the theory and existing practice o global education.

This new edition o Global Perspectives aims to make global education even more accessible

to teachers and curriculum planners. It provides a revised ramework or global education,

recommendations about integrating global perspectives within and across learning areas,

and advice or teachers and school leadership teams about how to implement the ramework

at a school level. Proessional development advice is also provided or teachers, coordinators

and school leaders.

What is global education?Twenty-rst century Australians are members o a global community, connected to the whole

world by ties o culture, economics and politics, enhanced communication and travel and

a shared environment.

Enabling young people to participate in shaping a better shared uture or the world is at the

heart o global education. It emphasises the unity and interdependence o human society,

developing a sense o sel and appreciation o cultural diversity, armation o social justice and

human rights, building peace and actions or a sustainable uture in dierent times and places.

It places particular emphasis on developing relationships with our neighbours in the Asia-Pacic

and Indian Ocean regions.

Global education promotes open-mindedness leading to new thinking about the world and a

predisposition to take action or change. Students learn to take responsibility or their actions,

respect and value diversity and see themselves as global citizens who can contribute to a more

peaceul, just and sustainable world.

With its emphasis not only on developing knowledge and skills but also on promoting positive

values and participation, global education is relevant across all learning areas.

How is global educationreected in national thinking?Global education is a dynamic and evolving eld. It has grown rom increasing international

concerns in the 1960s to oster a wider understanding o world issues and a commitment to

change, especially to the eradication o global poverty and inequality. Much o this early work

grew rom the spontaneous initiative o individual educators, oten working in partnership

with non-government organisations active in the development eld.

In their 1993 workA Better World or All, Calder and Smith wove together the thinking on

development education, environment education, peace education and education or human

rights and multicultural education to stress the unity and interdependence o human society,

empowerment, social progress or all, a sustainable and just world, and active participation.

In 2002, an extensive consultation o more than 150 individuals and organisations contributed

to the development o the AusAID-unded Global Perspectives: A statement on global

education or Australian schools.

Gba Ppci A ramework or global education in Australian schools2


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Global education is also embedded in national education statements. In 1999, The Adelaide

Declaration on National Goals or Schooling in the Twenty-First Centurystated that schooling

should assist young Australians to become active, involved citizens who can make sense o

their world.

The goals assert that schooling should be socially just, so that all students understand and

acknowledge the value o cultural and linguistic diversity, and possess the knowledge, skills and

understanding to contribute to, and benet rom, such diversity in the Australian community

and internationally.1

Global education is distinct rom yet has commonalities with other Australian education priorities.

These include:

Civics and citizenship

Engaging young Australians with Asia

Environmental education

Languages education

Values education.

CIvICs AnD CItIzenshIP eDuCAtIon

TheStatements o Learning or Civics and Citizenship (2006) is concerned with the development

o students as inormed and active citizens o Australia.

www.mceetya.edu.au/verve/_resources/SOL_CivicsCitizenship.pd

enGAGInG YounG AustrAlIAns wIth AsIA

The National Statement or Engaging Young Australians with Asia in Australian Schools (2006)

identies the broad knowledge, understandings, values and skills required to engage with Asia

in the context o existing policies and practices in teaching and learning. The Asia EducationFoundation works to support the implementation o the Statement. Its website includes a range

o useul resources which include a global perspective.

www.asiaeducation.edu.au/index_ash.htm

envIronmentAl eDuCAtIon

Educating or a Sustainable Future: A National Environmental Education Statement or Australian

Schools (2005) provides a nationally agreed description o the nature and purpose o environmental

education or sustainability through all years o schooling, including a vision and a ramework

or its implementation.

www.environment.gov.au/education/publications/sustainable-uture.html

lAnGuAGes eDuCAtIon

The National Statement or Languages Education in Australian Schools (2005) outlines a rationale

or the study o languages other than English in Australian schools. Global education enhances the

study o languages and o countries and cultures where that language is spoken as a rst language.

www.curriculum.edu.au/mceetya/deault.asp?id=11912

vAlues eDuCAtIon

The National Framework or Values Education in Australian Schools (2005) includes a vision, nine

Values or Australian Schooling, guiding principles and key elements, and approaches that inorm

good practice. The vision outlines the need to develop student responsibility in local, national and

global contexts (p. 3). The nine values listed are implicit within the global education ramework.

www.curriculum.edu.au/verve/_resources/Framework_PDF_version_or_the_web.pd

The emphasis on global citizenship is also refected in State and Territory curriculums.

1 Ministers o Education (1999) The Adelaide Declaration (1999) on National Goals or Schooling in the Twenty-First Century,

Melbourne: Ministerial Council on Education, Employment, Training and Youth Aairs.

Gba Ppci A ramework or global education in Australian schools 3


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Why adopt a global perspective?A global perspective oers students and teachers:

an approach which takes into account the whole o human society and the environments

in which people live

an emphasis on the uture, the dynamic nature o human society, and each persons capacity

to choose and shape preerred utures

an opportunity to explore important themes such as change, interdependence, identity

and diversity, rights and responsibilities, peace building, poverty and wealth, sustainability

and global justice

a ocus on cooperative learning and action, and shared responsibility

an emphasis on critical thinking and communication an opportunity to develop positive and responsible values and attitudes, important skills

and an orientation to active participation.

eia

ad cia cag

Year 3 students gathered data on the health o their local creek

with the assistance o a local water company representative

and discovered that it was extremely dirty. Next they surveyed

Year 5 and 6 students about protection and development o

the area. From this they developed a plan to protect the creek

which included planting trees and native grasses, requesting

people upstream to limit runo and installing more bins.

They wrote to the local council with their suggestions

and their promise to play their part.

Although the council was unable to implement their plan,

there were long-term benefts. The students became more

active in protecting their environment, developed skills

in exercising their civic rights and improved social

connections with older students.



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Building a ramework or global education

2, 3 Richardson, Robin 1976, Learning or Change in World Society: refections, activities and resources, World Studies Project, London.

There are e leaning emphases which refect recurring themes in global education.

Inteepenence an gloalisation an understanding o the complex social, economic

and political links between people and the impact that changes have on others.

Ientity an cultual iesity an understanding o sel and ones own culture,

and being open to the cultures o others.

Social justice an human ights an understanding o the impact o inequality and

discrimination, the importance o standing up or our own rights and our responsibility

to respect the rights o others.

Peace uiling an confict esolution an understanding o the importance o building

and maintaining positive and trusting relationships and ways confict can be prevented or

peaceully resolved.

Sustainale utues an understanding o the ways in which we can meet our current needs

without diminishing the quality o the environment or reducing the capacity o uture generations

to meet their own needs.

In addition, each learning emphases has a spatial as well as a temporal dimension which teachers

need to take into account when teaching with a global perspective.

Spatial imension overlapping local and global; social and natural communities which describe

interdependence, infuence identity and ability to make change.2

Tempoal imension connections between the past, present and uture in the dynamic and

changing world which infuences identity and interdependence o people and their ability to

respond to global issues.3

By exploring the learning emphases and dimensions o global education, students will be provided

with opportunities to develop the values, knowledge, skills and capactity or action to become

good global citizens.

The ramework or global education

outlines the values, knowledge,

skills, and opportunities or action

within ve interconnected learning

emphases and their encompassing

spatial and temporal dimensions.

SUSTAINABLEFUTURES

VALUES &ATTITUDES

KNOWLEDGE &UNDERSTANDING

SKILLS &PROCESSING

ACTION &PARTICIPATION

T E M P O R A L D I M E N S I O N / S PA T I A L D I M E N S I O N

INTERD

EPENDENCE&GLOBALISATION

IDEN

TITY&CULTURALDIVERSITY

SOCI

ALJUSTICE&HUMANRIGHTS

PEACE

BUILDING

&CONFLICTRES

OLU

TIO

N



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va ad aid

A sense o personal identity and sel-esteem.

A sense o community with the people around the world.

Caring and compassionate concern or others.

A recognition o shared responsibilities and a willingness

to cooperate with others in ullling them.

A commitment to upholding the rights and dignity o all people.

A positive attitude towards diversity and dierence.

A willingness to learn rom the experience o others.

An appreciation o and concern or the environment

and a commitment to sustainable practices.

Kdg addadig

An awareness o sel as a member o interconnected

and overlapping communities and how this

inuences responses to global issues.

A recognition o social, political, economicand environmental links between people

and between communities.

A recognition and assessment o a range

o perspectives and the temporal and global

dimensions on a global issue or event.

An understanding o the interdependence o all living things

and that each has value and the imperative o sustainability.

An awareness o the role o economic development

in overcoming poverty and raising living standards.

An appreciation o diversity and the contributions

o dierent cultures, values and belie systems.

A discernment o the nature and impact o prejudice and

discrimination, and capacity to challenge these positions.

A amiliarity with the universal and inalienable

nature o human rights.

A knowledge o causes o poverty, and inequality

and ways to address it.

An understanding o the causes and consequences

o change and strategies available to manage change.

An appreciation o the causes and eects o conict, and

the importance o conict resolution and peace building.

An appreciation o the importance o good governance.

A recognition o the contested nature o global issues,

and the importance o seeking an inormed and

balanced understanding.

t a, kdg, ki ad ppii



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ski ad pc

Cooperation, sharing, tact and diplomacy, negotiation and

compromise, mediation and conict resolution, and the capacity

to relate newly acquired knowledge to an existing rameworko understandings.

Critical literacy skills, including a capacity to consider

dierent points o view; a critical awareness o bias,

opinion and stereotypes; a developing capacity to be

a critical consumer o media, analyse inormation, make

judgments and deal with contentious and complex issues.

Research and enquiry skills, evaluating and organising

inormation, extrapolation and prediction and problem-

solving skills in order to take personal or group action.

An appreciation o the need or stewardship o our

natural resources balancing our right to use themwith our duty to protect the environment.

The ability to express views, ormulate an argument,

use evidence and develop and change ones views.

The ability to identiy unairness and opportunities

or action to redress it by applying equity principles.

An empathy or others, the ability to see connections between

ones own liestyle and actions and the consequences or others

and or the environment.

Aci ad paicipai

The ability to identiy and investigate dierent

opportunities or action and participation.

The ability to consider the consequences,

positive and negative, or onesel and

or others o particular actions.

A willingness to be involved in action to support

desirable outcomes.

A capacity to identiy possible barriers to

successul participation and ability to devise

strategies to overcome these.

A willingness and capacity to cooperate with others and

to oster, encourage and value the participation o others.

A capacity to refect on and evaluate orms o action,

to review progress and to reconsider orms o action.

i id i gba dcai ak



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Idpdc ad gbaiai

oPPortunItIes to leArn

In this key concept, students at dierent stages o schooling identiy and explore the ways

that individuals and communities increasingly depend on each other. They recognise that

interdependence has a number o eatures:

cultural (eg arts, media, advertising, ood, sport)

economic (eg global consumerism; changing patterns o trade, investment and debt; struggle

or development and human rights; development cooperation)

environmental (eg global climate change, energy security, pollution, population growth, species

conservation, protection o oceans)

geographical (eg the spatial interactions between people and places and how they change

over time the growth o urban areas; resource distribution, use and management)

political (eg international governance; bilateral and multilateral relationships; peace and security

issues; regional and global governance; civil rights)

religious (eg values, undamentalism; interaith cooperation)

social (eg multiculturalism, migration, tourism, education, public health, people-to-people links)

technological (eg impact o new technologies in dierent communities and countries; global

communications and the movement o goods; the digital divide).

They learn to identiy and analyse both positive and negative eects o interdependence and

globalisation, such as how:

increased trade may lead to more wealth or many, but also to more inequality

the spread o new technologies may make lie easier and healthier and promote new industriesbut it may destroy traditional livelihoods

tourism brings economic benets but may cause environmental harm and damage local cultures

oreign investment can help industries to grow, but may lead countries and local communities

to lose control o their own aairs.

They are able to identiy ways in which interdependence and globalisation are accompanied

by other, contradictory trends, such as:

the exclusion or marginalisation o some communities rom global processes

rising awareness o, and resistance against, some o the negative eects o globalisation

ragmentation within societies and states, including the break-up o some nation-states

and movements or regional autonomy or independence in many parts o the world.

The fve learning emphases o global education

Interdependence describes the relationships o mutual dependence between all

elements and lie orms (including humans) within and across cultures, environments

and social systems. It means that decisions taken in one place will aect what

happens elsewhere.

The dynamic nature o globalisation, when people, goods, money and ideas are

moving around the world aster, more easily and more cheaply than beore, means

that an understanding o the interdependence o cultures, places, environments and

social systems becomes vital or peaceul, just and sustainable development.



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Idiy ad ca diiy

Understanding and valuing ourselves is the frst step to valuing others. I we have

a positive sense o sel, we are able to be more open and accepting o diversity. By

exploring personal identity and cultural diversity, students learn about and connect their

own cultural identity and heritage with those o others in dierent times and places.


In this key concept o learning, students at dierent stages o schooling will:

promote a positive sense o identity and high sel-esteem, together with

a positive regard or the rights and identities o others

recognise that people have dierent belie systems, values and attitudes that result

in dierent actions and behaviours

appreciate the contributions o diverse groups o people to their community and

contribute to intercultural understandings through participation in appropriate events

develop a sense o shared identity with others, as a member o a community

at the local and national levels, as well as a part o global society

identiy and critically analyse narrowly nationalistic or ethnocentric views,

developing tolerance o the views and lives o others, and understanding

o and empathy or people, regardless o their cultural or ethnic background

identiy and value the contributions o all peoples, in elds such as the arts,science, technology, religion and philosophy, humanitarian action, business

and education

develop awareness o similarities and dierences o belies

and practices in various cultures, and learn to detect and

avoid cultural stereotypes and prejudices

explore dierent ways in which media and inormation

and communication technologies can portray a global

event or story and how these can aect ones belies

and attitudes

communicate eectively and sensitively within and

across cultures

recognise that increased migration, communication andeconomic interdependence, blur the boundaries between

ethnic and national groups

explore the changing nature o national boundaries which may

lead to either the multiple nature o identity in society, or to the

establishment o cultural dierences.

develop understandings to contribute to, and benet rom,

reconciliation between Indigenous and non-indigenous

Australians

uia Dcaai

Ca Diiy

The UNESCO declaration o

2001 includes articles on identity,

diversity and pluralism, human rights,

creativity and international solidarity.

UNESCOs cultural development

program covers heritage, livingcultures and sustainable development.

portal.unesco.org/culture/en/



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scia jic ad a ig


In this key concept o learning, students

at dierent stages o schooling may:

recognise the importance o equity, justice

and airness or all within and between

societies, cultures and countries

investigate the impact o inequality within

and between regions and nations, and

eorts to reduce these inequalities

understand how past injustices aect

contemporary local and global politicsand how our understanding o this

has changed over time

inquire into the powerul and powerless

examine progress on addressing poverty and

inequality through case studies and statistics,

or example assess progress on the

Millennium Development Goals

appreciate the distinction between equality

and equity and evaluate the role that

international organisations play

in protecting human rights

identiy unacceptable orms o

discrimination, such as racism

and sexism, and devise

strategies or challenging

and avoiding these

attitudes and practices

emphasise the inherent and

universal nature o human

rights (ie human rights apply

to everyone, as a consequence

o being human) as encapsulated in the

Universal Declaration o Human

Rights and the two international covenants

on Civil and Political Rights, and Economicand Social Rights

Social justice supports the air and equitable treatment o all people and aims to

protect them rom discrimination because o race, gender, age and ability etc. The

concepts o social justice are codifed in the orm o human rights, international

commitments to protect civil and political rights, economic, social and cultural rights.

Education about social justice and human rights allows students to understand the

importance o treating people equitably and the responsibilities we all have to protect

the rights o others.

mii

Dp GaThe international community has set the ollowing

eight goals to be achieved by 2015.

1 Eradicate extreme poverty and hunger.

2 Achieve universal primary education.

3 Promote gender equality and empower women.

4 Reduce child mortality.

5 Improve maternal health.

6 Combat HIV/AIDS, malaria and other diseases.

7 Ensure environmental sustainability.

8 Build a global partnership or development.

United Nations Millennium Projectwww.un.org/millenniumgoals/index.html

consider the social rights o groups,

including the rights o minority groups such

as Indigenous people, as well as individual

civil, economic and political rights

understand that there may be competing

rights and responsibilities in dierent

situations that require confict resolution

explore dierent concepts o rights, each

persons responsibility to allow others to enjoy

the same rights as onesel, and to uphold

the rights and reedoms o individuals

and communities that are disadvantagedor oppressed.



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Pac bidig ad cfic i

Inner peace is an important aspect o an individuals ability to respond to conict

situations which aect them and others around the world. Students who develop

good communication skills to avoid violence and negotiate solutions to problems such

as sharing scarce resources, diering values and exertion o power are able to build

more peaceul utures. Conict has occurred in the past, is happening in the present,

and will occur in the uture. It can occur globally, as well as regionally, nationally,

communally, within amilies and among individuals. Peace building is designed to

address the causes o conict and the grievances o the past. It must involve justice

to promote long-term stability, human security and equality.


In this key concept o learning, students

at dierent stages o schooling may:

explore dierent concepts and examples

o peace, security and cooperation

understand that there are choices and

consequences or others in confict situations

explore parallels between international

confict and confict at a classroomor school level

identiy and investigate dierent types o

confict and the causes o confict, as well as

the eects o confict and violence on people

and the environment

recognise the dierence between negative

and positive confict and explore examples

o each

identiy and discuss how individuals, groups

and states can build and sustain positive

and trusting relationships

develop an understanding o ways in which

conficts can be prevented or peaceully

resolved, including advocacy, negotiation,

reconciliation and mediation

explore the role o development and poverty

eradication in creating the conditions or

peace and cooperation

understand that international conventions

aim to protect adults and children rom

torture and other cruel, inhuman or

degrading treatment or punishment

acquire knowledge about multilateral

initiatives to build peace, disarmament

and the role played by the United Nations

and its agencies

explore how place and change impact

on peace and human rights

understand how regional dierences

in economic and social wellbeing need

to be addressed in order to reduce impact

o confict on individuals, communities

and governments

investigate particular historic and

contemporary conficts, and come

to understand that there are diering

and contested perspectives about

resolving confict

examine and discuss specic United

Nations and Australian involvement

in and contributions to peace building.



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saiab

The UN Decade o Education or Sustainable Development is rom 20052015.

Its vision states that Education or sustainable development is about learning to

respect, value and preserve the achievements o the past; appreciate the wonders

and the peoples o the Earth; live in a world where all people have sufcient ood

or a healthy and productive lie; assess, care or and restore the state o our planet;

create and enjoy a better, saer, more just world; be caring citizens who exercise

their rights and responsibilities locally, nationally and globally. (UNESCO, 2005)

t ea Ca

The Earth Charter is a widely

recognised, global consensusstatement on ethics and

values or a sustainable uture.

Developed over 10 years, the

Earth Charter has been ormally

endorsed by more than 2,500

organisations, including global

institutions such as UNESCO and

the World Conservation Union

The Earth Charter Initiative

www.earthcharter.org/


In this key concept, students at dierent stages o schooling may:

develop a sense o optimism about the uture, balanced with a realistic understanding

o the diculties and challenges ahead

understand the relationships between humans, living things and the natural environment

investigate the spatial relationships between global phenomena and their impact on natural

and human environments using spatial concepts (such as distribution, region, movement,

spatial association and maps to investigate resource use)

explore resource use and environmental sustainability and relate knowledge and action

to country and regional contexts

identiy and explore opportunities to participate in and infuence decision-makinglocally, nationally, regionally and internationally

explore how Indigenous peoples in Australia and internationally relate

to their environments and use scarce resources in order

to live more sustainably

explore the direct contribution o Australian

governments and people to sustainable development

in developing countries

examine ways that governments, communities and

responsible companies cooperate to protect local

environments around the world

investigate the ways that people, governments

and international organisations contributeto sustainable utures locally and globally

recognise and discuss the relationships between

ecological, economic, cultural, political,

and social aspects o sustainability

examine and predict the consequences

o unsustainable practices

investigate policies in the management

o sustainable places.



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Developing global education

throughout schoolingGlobal education can be included at all stages o schooling and through all learning areas. As students

develop, they are encouraged to demonstrate understanding, learn and apply values, employ skills and

actively participate in the local and global communities.

Stages o schoolingIn the ealy yeas, students explore how individuals, including children, are connected to other people

and places. They gradually develop an awareness o the diversity o peoples, places, cultures, languages

and religions. They become aware o personal rights and responsibilities and can gradually extend thisunderstanding to a concern or the rights o others. They recognise the need to care or other people

and the environment and to be sensitive to the needs and views o others. They develop intercultural

understanding through participation in positive civic or environmental action within the classroom,

the school and the community.

In the mile an uppe pimay yeas, students begin to build on their understanding o the wider

world and o dierent societies and cultures. They are increasingly able to identiy similarities and

dierences between dierent people, places, cultures and religions and can discuss examples o

inequality. They understand how people may be infuenced by global decisions, events and movements.

They develop their sense o social justice and ethical responsibility and recognise how the decisions o

peoples and countries can have a global impact in areas such as sustainability and sustainable development.

At lowe seconay leels, students extend their knowledge and understanding o global issues. Theyexplore the responsibilities o global citizenship or individuals, organisations and governments and the

roles and responsibilities o companies, producers and consumers in relation to poverty, social justice and

sustainable development. They examine social, cultural and political links between Australia and other

countries and explore how global developments can impact on Australia. They investigate the contributions

o people who have helped achieve civil and political rights in other countries. They explore the ways that

countries work together to protect the environment.

At mile an uppe seconay leels, students understand the local, regional and global implications

o being a global citizen. They use higher-order thinking skills to explore and examine specic political, social,

cultural and economic issues, as well as human rights conditions in a range o countries and regions.

They recognise that groups such as children, women and Indigenous peoples have rights that need

to be deended. They evaluate the role that international organisations play in protecting human rights.

They identiy and examine the ways in which the Australian government is infuenced by and responds toregional and global movements and events. They investigate how international events and developments

can aect Australias relationships within the Asia-Pacic region and with other regions.

Teaching global education within learning areasThe learning emphases and their dimensions o the ramework or global education are relevant and

applicable to each learning area. Some o the opportunities or learning knowledge and skills are described

below. They are based on the values and attitudes outlined on pages 6 and 7 and develop the base or the

action and participation. These are not exhaustive, and need to be augmented by the detailed descriptions

o the dimensions o learning in the ramework or global education, as well as with State and Territory

curriculums, policies and guidelines.



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Technolo

Knowle

eanunestaninsINTErdEPENdENCEANdgLObALISATION

Explorehow

artworksr

om

dierentcu

ltures

andplaces

infuence

eachother.

Readandanalyse

vocabulary,

literarystyleand

perspectivesina

rangeooraland

writtentexts.

Examine

health

issuesa

ecting

peopleindierent

places.

Experien

ce

interdep

endence

through

games.

Recognisehow

languages

infuenceeach

otherandcan

havecommon

eatures.

Comp

areand

contrastactors

aboutspaceand

measurementin

liesty

les.

Discoverhow

interconnections

assistinthe

development

oscientic

knowledge.

Exp

loresocial,

cultural,

geographic

andeconomic

interconnections

betweenpeople

thr

oughamilies,

goodsandmedia.

Explorehow

designsoobjects

romd

ierent

placesinfuence

eachother.

Knowle

eanunestaninsIdENTITyANdCULTUrALdIvErSITy

Exploreand

identiyea

tures

oartworksrom

dierentcu

ltures.

Developan

understandingo

dierentidentities

andperspectives

expressedin

oral,writtenand

multimediatexts.

Appreciate

culturaldiversity

through

playing

simpleg

ames.

Appreciate

linguisticdiversity

inAustraliaand

aroundtheworld.

Learn

how

cultur

escreate

patterns,puzzles

andg

ames.

Calculate,

measureand

recordtemporal

andspatial

relatio

nships.

Considerscientic

contributions

opeopleand

cultures.

Inv

estigate

sim

ilaritiesand

dierences

inbeliesand

cultureopeople

inAustraliaand

aro

undtheworld

thr

oughamily

histories.

Explorethedesign

oobjectsand

arteactsrom

dierentplaces.

Knowle

eanunestaninsSOCIALjU

STICEANdHUMANrIgHTS

Explorehow

messagesin

artworkso

variouscultures

andplaces

convey

specicme

ssages.

Recognise

andchallenge

prejudice

andcultural

stereotypesin

texts.

Explorethehealth

andphysical

wellbein

go

peopleinother

countrie

s,

includingthe

impacto

unequal

access

toresou

rces.

Developan

understanding

operceptions

oairnessand

wealththrough

linguisticeatures.

Invest

igatelie

experiencessuch

asdis

tanceto

schoo

lorcosts

obasicgoodsto

peopleinvarious

places.

Investigate

positiveand

negativeimpacts

oscienceon

peopleslives.

Lea

rnaboutand

rec

ognisethe

universalityo

humanrights.

Dis

tinguish

act

soracism,

discrimination

andprejudice.

Investigate

waysousing

technology

toovercome

inequities.

Includ

ingaglobalperspectivewithinth

eprimarycurricu

lum



18/34

TheAts

Enlish

Healthan

Phsica

l

Eucation

Lanuaes

OtheThan

Enlish

Math

ematics

Science

Stu

ieso

Societan

Enionment

Technolo

Knowle

eanunestaninsPEACEbUILdINgANdCONfLICTrESOLUTION

Createartw

orks

thatcelebrate

peacebuild

ing

andconfic

t

resolution.

Useoraland

writtentexts

tonegotiate

responsesto

confictsituations

andbuildpeace.

Investiga

teways

oaddre

ssing

exploitation

opeopleand

environm

ents.

Develop

intercultural

communication

skillstoovercome

possible

misunderstandings.

Usen

umberand

measurement

toinv

estigate

thein

equitable

distrib

utiono

resources.

Discussthe

ethicalissuesthat

ariseromt

he

useoscientic

knowledge.

Ide

ntiyand

describe

exa

mplesohow

Australiansare

con

tributingto

peace-building,

reg

ionallyand

glo

bally.

Understandhow

technologycanbe

usedtoimprove

theliveso

people.

Knowle

eanunestaninsSUSTAINAbLEfUTUrES

Examinea

variety

oartworks

todetermine

similarities

and

dierences

inview

osustaina

ble

utures.

Presentoral

andwritten

persuasivetexts

aboutsustainable

utures.

Modelw

ays

oaddre

ssing

inequity

and

exploitationin

healthandsport.

Exploreideas

aboutpossible

andpreerred

utures.

Examinehow

variou

sactions

contributeto

sustainabilityo

resourceuse.

Investigate

sustainable

behaviours

andwayso

protecting

diversity.

Recognisehow

the

past,present

anduture

aectpeople,

cul

turesandthe

environment.

Un

derstand

systems,

resourcesand

energyneeded

or

sustainable

development.

Explorehow

dierentpeople

haveused

technologyto

meettheirneeds.

Skillsan

pocesses

Develop

cooperationand

sharingskillsby

creatingartworks

inpairsand

groups.

Develop

communication

skillsthrough

listening,

recognising

perspectives

andormulating

oralandwritten

responses.

Develop

cooperativeskills

through

playing

games.

Understand

howdierent

perspectives

arerepresented

throughanother

language.

Poseandrespond

toquestions

leadin

gtodata

collec

tion.

Useg

raphs,fow

chartsandtime

linestoorganise,

presentand

explaindata.

Solve

real-lie

problems.

Applyrelevant

scientic

understandingsto

makeresponsible,

ethicaland

inormed

decisionsabout

globalissues.

Developand

applyintercultural

understandings.

Demonstrate

em

pathy

wit

hdierent

perspectives.

Demonstrate

behavioursor

sus

tainable

development.

Usetechnologyto

designsolutions

toglobalissues

andtoevaluate

solutionsrom

real-liesituations.



19/34

Includ

ingaglobalperspectivewithinth

esecondarycurriculum

TheAts

Enlish

Healthan

Phsica

l

Eucation

Lanuaes

OtheThan

Enlish

Math

ematics

Science

Stu

ieso

Societan

Enionment

Technolo

Knowle

eanunestaninsINTErdEPENdENCEANdgLObALISATION

Studythe

impacto

globalisatio

nand

interdependence

ontheartw

orkso

dierentcu

ltures

andsocieties.

Exploreand

discussarange

otextsabout

andromd

iverse

culturesand

traditions.

Appreciate

thethemes,

techniques

andtraditions

particularto

variouscultures

andcommonality

ohuman

experience.

Investiga

teglobal

healthis

sues(eg

diseases,disease

prevention,

pandem

ics)and

theimpacto

thesewithin

countrie

sand

acrossre

gions.

Deepen

understandingo

theconceptions

andconnections

between

languagesand

cultures.

Sourc

e,tabulate,

interp

retand

presentdata

aboutregional

developmentand

coope

ration.

Recognisehow

theuseoscience

haschangedthe

waypeoplelivein

Australiaandin

othercountries.

Exp

lorehistory

opeople,places

andideasand

rec

ognisethe

interdependence

opasteventsin

dierentsocieties

andcultures.

Considerthe

eco

nomic,social

andcultural

con

nectionso

Australianpeople

tootherpeople

otheAsia-Pacic

reg

ion.

Exploreexamples

othepositive

andnegative

impacto

technologyonthe

developmento

dierentsocieties.

Knowle

eanunestaninsIdENTITyANdCULTUrALdIvErSITy

Learnabou

t,

andlearnt

o

appreciate,

traditional

and

contempor

ary

artworksr

oma

rangeocu

ltures.

Analysehow

mediapresents

peoplerom

dierentcultures,

identiyingbias

andconficting

interests.

Investiga

tethe

roleog

ames

andsportswithin

historica

land

socialco

ntexts.

Deepen

understanding

othetraditional

andcontemporary

cultures.

Developan

understanding

ocultureasa

multiaceted,

variable,dynamic

construct.

Developan

aware

nesso

thehistoryo

mathematicsand

theco

ntributions

odiv

ersecultures

andsocietiesto

mathematical

know

ledge.

Identiyand

appreciatehow

peopleodiverse

cultureshave

contributedto

andshapedthe

developmento

science.

Exp

lorehow

asp

ectso

Australiahave

beenshapedby

migrationand

geographyand

historyandmake

com

parisonswith

oth

ercountries.

Recognisethat

theremaybe

unequalaccess

totechnology

(egthedigital

divide)withinand

betweendierent

partsotheworld

anddiscusssome

reasonsorthis.

Recognise

alternativeuseo

techologytosolve

localissues.



20/34

TheAts

Enlish

Healthan

Phsica

l

Eucation

Lanuaes

OtheThan

Enlish

Math

ematics

Science

Stu

ieso

Societan

Enionment

Technolo

Knowle

eanunestaninsSOCIALjU

STICEANdHUMANrIgHTS

Examine

perspective

s

exhibitedin

artworksin

variouscultures

overtime.

Recognise

andchallenge

prejudiceand

cultural

stereotypesin

texts.

Understand

howme

nsand

women

shealth

andphysical

developmentare

infuencedby

actorss

uchas

culture,

gender,

inequalityand

poverty.

Exploreissueso

socialeq

uityas

itaectssports

perormance.

Explorethe

mostculturally

appropriateways

totakeaction

aboutsocial

justiceandhuman

rightsinaspecic

culture.

Surveyand

presentndings

aboutlie

experienceso

peopleinother

places.

Examinehow

sciencecan

positivelyand

negatively

impactonthe

livesopeople

indeveloping

countries.

Exp

loreways

inwhich

international

eve

ntscan

aectAustralias

relationshipswith

oth

erregions.

Recognisethe

roleothe

Un

itedNations

inpromoting

peo

plesrightsand

responsibilities.

Exa

mineways

inwhich

international

agreementsaect

lie

invarious

pla

ces.

Examinehow

technology

canpositively

andnegatively

impactonthe

livesopeople

indeveloping

countries.

Recognisethe

importanceoICT

orallpeopleand

theopportunities

andchallenges

thatitpresents.

Knowle

eanunestaninsPEACEbUILdINgANdCONfLICTrESOLUTION

Examinehow

artworks

communicate

opinionsabout

peace-building

andconfic

t

resolution.

Useoraland

writtentexts

tonegotiate

responsesto

confict.

Investiga

teglobal

sportse

stivals

andwor

ldwide

gamesa

nd

evaluate

how

theseco

ntribute

togloba

l

understa

nding

andcooperation.

Explorecommon

modeso

resolvingcultural

confictsandnd

waystointeract

comortably.

Used

ataabout

peopleaected

byconfictto

create

maps

andg

raphical

representations.

Exploreglobal

scientic

cooperationin

medicine(egHIV/

AIDS),genetics

(egtheHuman

GenomeProject),

chemistryand

physics.

Describewhatcan

be

learntrom

pastconficts.

Investigate

con

fictresolution

strategiesusedby

ind

ividualsand

org

anisationsin

con

temporaryand

pastsocieties.

Examinewayso

restrainingpeople

withoutcausing

harm.



21/34

TheAts

Enlish

Health

an

Phsica

l

Eucation

Lanuaes

OtheThan

Enlish

Math

ematics

Science

Stuieso

So

cietan

En

ionment

Technolo

Knowle

eanunestaninsSUSTAINA

bLEfUTUrES

Developar

tworks

whichpres

ent

diering

perspective

son

sustainability

suchaslog

ging,

whalingor

desalinatio

n

plants.

Createamedia

presentation

orcampaign

designedto

changebehaviour

oramore

sustainableuture.

Investigateways

oproviding

oodsecurityand

healthw

ithin

econom

icand

environmental

constraints.

Describehow

languagesand

culturesrameour

thinkingabout

thepast,present

anduture.

Used

atato

testideasand

solutionsrelevant

tosustainable

developmentand

topredictutures.

Recognise

thatscientic

understandings

havechanged

overtimeand

thatdierent

culturesmayhave

dierentviews

inrelationto

scienticpractice.

Examineaspects

oecological

sustainability.

Describecauses

orandresponses

tochangesto

thesuraceo

theEarthorthe

atmosphere.

Inv

estigate

sustainable

developmentto

ide

ntiytheeect

on

peopleandthe

environment.

Inv

estigatehow

countriesand

international

org

anisations,

cooperate

to

achieve

sustainable

ut

ures.

Examineand

createsimple

technologyusing

renewableenergy

tomakedaily

activitieseasier.

Skillsan

pocesses

Createartw

orks

usingaran

geo

artpracticesto

communicate

understandings

andopinio

ns

aboutglob

al

issues.

Develop

condencein

writingand

speakingabout

globalissuesin

theclassroomand

inotherorums.

Identiy,discuss

andchallenge

simplistic

reporting,

stereotypingand

biasinthemedia.

Develop

skillso

negotiation.

Usethelanguage

tocommunicate

witharangeo

audiencesabout

globalissues.

Communicate

orallyandin

writingwith

peopleinother

countries.

Usem

athematical

skillstointerpret

dataandstatistics

aboutcountries

andregions.

Applyrelevant

scientic

understandingsto

makeresponsible,

ethicaland

inormed

decisionsabout

globalissues.

Inv

estigate,

rea

son,

participate,and

communicate

usingarangeo

tra

ditionaland

contemporary

tex

ts.

Usespatial

too

ls(maps,

photographs,

sat

elliteimages)

to

analyse

development).

UsetheInternet

tosource,sort

andevaluate

inormationabout

othercountries.

Developdesign

briesthatwill

contributetoa

solutionora

globalissueor

problem.



22/34

Teaching global education across learning areasThe learning emphases and dimensions o the ramework or global education provide opportunities to

develop multidisciplinary capabilities o students. This can occur when teachers provide opportunities or

learning across learning areas, whether by a single teacher (particularly in the primary school environment)

or as a collaborative approach between groups o teachers. The most eective way to structure these

approaches will depend on how individual schools are organised and the particular curriculum environment.

eia aig

Many States and Territories use Overarching Learning Outcomes (eg Western Australia) or Essential

Learnings that are integrated into learning areas (eg South Australia, Northern Territory), or that replacelearning area-based curriculum structures. These may provide opportunities or teachers to develop curriculum

programs, use pedagogical approaches and develop holistic assessments that develop multidisciplinary

capabilities in students. To nd out more about these approaches, contact a proessional development

provider (Appendix 2).

C-cic i k

Many opportunities exist or combining or sequencing materials and activities rom one or more o the

learning emphases across learning areas. Knowledge, values and skills developed in one learning area can

enhance learning in others. When using cross-curriculum approaches, teachers should ensure that units and

approaches complement each other, reinorcing learning emphases, values and generic skills.

A ocused inquiry about water in the Middle Years might involve nding out about how people collect, storeand use water in Australia and in India (Geography, Social Studies, Technology), writing about why sae, clean

water is important (Health, Science, Social Studies), creating a poster about water conservation (the Arts,

English) and learning how to measure and compare amounts o water (Mathematics).

spcia ad pjc

Special events, such as theme weeks, that may ocus on issues raised by international days, years and

decades can reach across learning areas. Perormances and site visits can create opportunities or students

to experience other cultures and to refect on some or all o the learning emphases. To make the most

o these opportunities, consider activities to prepare or, and to ollow up, the special event.

While special events can be used to raise the prole o specic dimensions o learning, or draw together

the eorts o teachers, parents and students, they should not be used as a substitute or a long-term

commitment to exploring some or all o the learning dimensions within the schools curriculum program.

Care should be taken to ensure that special events do not have the unintended eect o marginalising action

to address global education as a once-a-year event, or promote the idea that it has been done and needs

no urther attention.

Special projects that are learner-centred and inquiry-based and that contain opportunities or participation

may also engage the interest o students and have a lasting educational impact.



23/34

Implementing global education in schoolsImplementing gloal eucation at all stages o schooling will hae implications

o teaches, whole school planning an o community paticipation.

Teaching and learningTeaching with a global perspective implies that teachers review their teaching and learning

strategies and develop their understanding o the ramework or global education. This provides

opportunities or proessional learning about curriculum, pedagogy and assessment or teachers

which may involve the development o:

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

receptivity to and empathy towards dierent cultures

recognition that ethnocentric attitudes and stereotyping will have serious negative consequences,and that classroom practice needs to counteract them

a philosophical grasp o the interconnectedness o the ve dimensions o learning

skills in acquiring diverse, authentic and culturally respectul sources o inormation about other

peoples, cultures, events and issues

advocacy or global education, as an agent o curriculum change, and as a resource or others.

PrACtIsInG ACtIve CItIzenshIP

Global education enables students to discover how to become involved in community activities

and campaigns supporting global justice, human rights and sustainable utures, both within

and beyond the school community. Practising active and inormed

citizenship has the potential to go beyond the academic, ocusing

on the whole person and developing lie-long dispositions.

Students can be assisted to:

identiy and investigate alternative courses o action,

and consider the likely consequences, and the advantages

and disadvantages o each alternative

identiy barriers to participation generally, or or particular

individuals or groups, and devise strategies to overcome

these barriers

refect on their own growth, evaluate the eectiveness

o activities and review orms o participation.

teAChInG ABout the meDIA

Teaching about some or all o the learning emphases may,

i approached with a consistently negative ocus, make students

eel overwhelmed rather than engaged. Positive approaches

to the learning emphases may be developed through an appreciation

and understanding o the role o the media (eg newspapers,

television, magazines, the Internet).

By engaging with diering media perspectives, students can learn to develop understandings

o underlying issues, assumptions and contexts.

ladd ygpp paicipai

The Convention on the Rights o the

Child makes a strong call or childrens

participation. This involves developing

their confdence and competence to

take ownership and responsibility to

respond to issues they are concerned

about. Roger Hart outlines key actors

in ostering children and young peoples

authentic participation in his essay

Childrens Participation: From Tokenism

to Citizenship, UNICEF, available on

http://web.gc.cuny.edu/che/cerg/

documents/Childrens_participation.pd



24/34

When using the media, students may need assistance to:

distinguish between act, 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 o people who are quoted or interviewed

identiy and test the accuracy o inormation about the context or historical background

recognise and evaluate statements o cause and eect

evaluate whether the media report allows the reader, the viewer or the listener to make

up their own mind

explore assumptions about the audiences knowledge, predispositions and expectations.

usInG InormAtIon AnD CommunICAtIon teChnoloGIes

Inormation and Communication Technologies have the potential to engage students with a wider view o the world,extend student learning about how the world works and acilitate a change in learning, thinking and teaching.

ChAllenGInG stereotYPes

When engaging with all or some o the learning emphases, students will need to acquire skills which enable them

to comprehend and challenge stereotyping o peoples and cultures on the grounds o religion, ethnicity and gender.

Teachers may need to consider:

elements o the classroom set-up and routine that might perpetuate stereotyping

identiying persistent stereotypes that obstruct the understanding o peoples and cultures

rom other countries or regions

using a wide variety o reputable and contemporary sources and images to counter stereotypical views

o developing countries as places o war, amine, drought and natural disaster, or as an exotic holiday destination

assisting students to develop the skills to question and critique texts (eg advertising, media images) analysing and discussing the assumptions and underlying causes o stereotypical perceptions o other cultures,

especially those based on colonialism, racism, ethnocentrism and sexism.

ControversIAl AnD ContentIous Issues

The learning emphases o the ramework or global education involve the study o issues that are contentious, or that

may be ethically or politically controversial and give rise to conficting opinions and viewpoints.

Learning about controversial issues is an important part o the educational growth and development o students

Handled appropriately, it can equip them with the knowledge, critical thinking skills and emotional literacy to engage

in democratic decision-making.

Controversial issues (eg sharing scarce resources, resolving confict, abuse o human rights) require sensitive handling,

particularly at certain stages o schooling. In general, the ollowing principles are important when dealing with

controversial issues.

Issues should receive balanced study and critical appraisal. Minority opinions and views should not be excluded.

Dierences should be examined and claried, so that the underlying reasons or the dierent views can be

identied and discussed.

Allow students to reach their own inormed opinions based on individual and group research and discussion.

Develop the skills in students that enable them to ormulate arguments using evidence and

to respond to alternative views in constructive and balanced ways.

Identiy the positions and values that are embodied in the Universal Declaration o Human Rights, 1948 and

in other United Nations covenants to which Australia is committed, against which students can test opinions

and views o global issues.



25/34

tacig ad aig pc

The ideas and values inherent in global education include being open, inclusive, unbiased,

equitable, responsible, empathetic and air-minded. Teachers should strive to model these

qualities in the delivery o a global education.

The classroom environment and learning processes that teachers choose will have an impact on

the level o student engagement. Traditional teacher-centred learning approaches may only partly

refect the values and skills that global education seeks to develop. Teachers might consider using

some or all o these learning processes.

InClusIve ClAssrooms

It is important to optimise classroom layout to encourage interaction and communication between

learners, and or group work. In selecting items or classroom displays, choose images that refect

diversity and the backgrounds o all children or young people in the class, and avoid gender

stereotyping. When displaying learners work, make sure all learners and all types o learning are

represented.

PArtICIPAtIon or All

Be aware that social pressures may infuence the extent o gender participation and roles within

an activity or in the class. Ensure all learners have opportunities to undertake dierent roles and

to have their voices heard, regardless o race, gender or ability. Make sure that the language o

the classroom is accessible to everyone, including Indigenous students and students with language

backgrounds other than English.

leArnInG

ProCesses

Inclusieclassooms

Paticipationo all

Stuent-centeleaning

Inquiy-aseleaning

Expeientialleaning

Coopeatieleaning

builingsel-esteem

Enaling

citical liteacy

beath, epthan sequence

Taitional &contempoay

souces



26/34

stuDent-CentreD leArnInG

Create or select activities and materials that are relevant to the learners lived experience and

that arms and makes use o their existing knowledge and skills. Make connections between

the experience o the learner or their amilies and relevant global issues and events. Encourage

decision-making, and support learners in questioning, discussing, negotiating and taking action

on issues that concern them.

InquIrY-BAseD leArnInG

Inquiry-based learning activities at all stages o schooling can become journeys o discovery.

This kind o learning can create a strong sense o purpose; promote critical thinking and

cooperative learning, and support students in taking responsibility or their own learning.

A d iiy aig

Tuning in: Identiying and defning an issue with questions or investigation

ining out: Collecting data to develop understandings

dawing conclusions: Drawing conclusions, expressing understandings

and communicating them to others

Consieing social action: Taking action in response to new understanding

and conclusions about the issue

refection an ealuation: Reecting on the outcomes o their actions and using

this inormation or urther planning and inquiry

exPerIentIAl leArnInG

Make use o opportunities to learn through concrete experience

(eg hands on experience, classroom visitors, site visits) and

authentic tasks to promote active, involved learning. Discussion

with people who have particular knowledge and skills will assist

in developing understanding o dierent perspectives. Role-plays

and simulations can also be useul tools when used appropriately.

Make communication eective by ensuring it is a two-way

process; students need to be able to express their thoughts,

eelings and responses. Simulation games assist students to putthemselves in the roles o others to explore dierent perspectives

and deepen their understanding o complex issues in concrete

ways. Teachers should build interactivity into activities and

materials whenever possible.

CooPerAtIve leArnInG

Create situations where students can work together in pursuit o a shared goal. Collaborative work,

in pairs or groups, encourages learners to negotiate, compromise and work together to solve

problems. Cooperative tasks are useul in promoting a sense o responsibility to others, and also

a willingness to refect on outcomes.

BuIlDInG sel-esteem

Help students to develop a positive sel-image and a sense o personal achievement. Respond todierent learning styles and needs. Set challenging and achievable goals and make them explicit.

Encourage all learners to contribute and participate in group activities and discussions.

siai ga

ad b

There are a variety o

games and websites

which assist students

to put themselves

in the roles o others

to explore dierentperspectives and

responses to

current issues.



27/34

enABlInG CrItICAl lIterACY

Choose a range o traditional and contemporary print and visual texts and maps that can be

compared and evaluated. Contrast texts produced by dierent cultures and within dierent

countries. Identiy and analyse assumptions and audience. Assist learners to develop the skills

to think critically about opinions, arguments and evidence, and detect bias and prejudice.

Provide opportunities or learners to identiy and discuss how media reporting, advertising

and images can infuence peoples thinking and action.

BreADth, DePth AnD sequenCe

Give careul thought to the degree o depth and complexity in which each dimension o learning is

explored at each stage o schooling. Cognitive development in students, as well as the requirements

o curriculum rameworks and syllabuses, will clearly shape the choices made. At all stages o

schooling there will be diversity and disparity in students experience, understanding and perception

o issues. Use whole school curriculum planning to avoid repetition across classes and levels and

identiy areas suitable or in-depth study.

trADItIonAl AnD ContemPorArY sourCes

When teaching some or all o the dimensions o learning, use a range o traditional and

contemporary sources rom and about other regions and countries. Draw appropriate connections

with contemporary Australia and Australians (eg Indigenous peoples, cultural diversity).

Use speakers rom the local community who can provide diering perspectives about an issue or

event in another country. Use a wide range o sources to avoid stereotyping and misinormation.

Dpig cpai ad idpdc

Cooperation and interdependence should be an integral part o teaching and learning.Collaborative projects and action research can link students to the world beyond the classroom.

This can involve working with local community groups, with larger national or international

organisations, or with other schools. Opportunities exist or short-term projects or longer-term

relationships. Making links with schools in other countries can be a mutually enriching experience,

but cultural sensitivity and attention to practical details are absolutely essential.

Pia aig

Teachers interested in global education will benet

rom communication with peers, both within their

school community and more widely. Keeping up

with new developments, sharing ideas and resources,

identiying strategies and solutions to diculties

as they arise, maintaining enthusiasm and

nding opportunities or collaborative

projects and or proessional

development are just some o

the benets. The contact details

o proessional development

providers are listed or each

State and Territory in

Appendix 2: Resources.

Gba edcai wbi

The global education website provides a

variety o supports or the Global Education

Program. It includes teaching resources:

inormation, case studies, teaching activities;

online quizzes and learning quests; organising

templates; a discussion group, monthly

newsletter and links to NGOs and proessional

development providers.

www.globaleducation.edna.edu.au/



28/34

Eective global education is not just a curriculum issue; it requires the involvement o the whole

school. Implementing global education in schools requires the development o a shared vision,

goals and objectives. Factors that are most likely to support positive change include:

active participation o the school leadership team rom planning through to implementation

and evaluation

a vision o uture directions or the school, shared with the school community

global education principles embedded in school policies

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

non-teaching sta, parents, students and specialist advisers, to give ownership to all sectors o

the school and a structure to ensure that the workload is spread

identiying the ways that the ramework or global education refects and complements national

and State and Territory policies, guidelines and curriculums

ollowing a coordinated, clear and well-documented approach to curriculum planning and design

providing appropriate opportunities or teacher proessional development and learning

moving at a rate that is compatible with the schools ability to change

keeping the school and local community inormed and ensuring that successes are celebrated.

Appendix 1: The globally engaged school, is a check-list that can be used by a school to plan and

monitor the use o the ramework or global education. Its components can be used to explore the

schools goals, vision and practices; the fexibility and content o the schools curriculum program;

and the readiness o teachers and learners to benet rom global education.

Ciy gag

Many global education initiatives can be achieved through collaborative action with the local andbroader community. This can include partnerships with other educational institutions, local councils,

businesses, industry, and community groups and networks.

Using partnerships and links can create in students lielong dispositions and workplace

competencies. It can also lead to schools gaining access to resources not otherwise available.

Global education across the school

Cid a aci ciiip

Save the Children has been supporting working children in Bangladesh. They have

been taught participation and decision-making skills that have enabled them to

organise their own sports events, cultural activities and provide a collective voice orchildren. Some are publishing their own magazine with training by local journalists.

The wider communitys understanding o their situation is leading to a decrease in

exploitation o working children. As one o the working children said, I people try to

exploit us, then we can seek help rom others in the community who now understand

the reality o our situation and will support us; when a child is hit by an employer then

we can gather other children and approach the employer children united, and acting

together, can make a dierence.



29/34

sChool AnD CommunItY

The school incorporates global education principles in its mission

statements and ormal curriculum documents.vey

eectieNot

eectie

The school actively supports and resources the inclusion o global

perspectives in the curriculum and wider school programs.vey

eectieNot

eectie

The school builds links and partnerships with individuals

and groups beyond the local community.vey

eectieNot

eectie

The school promotes equal participation by all teachers and

students and has structures to acilitate decision making.vey

eectieNot

eectie

Teachers and students encourage each other to take action toaddress community and global issues related to justice, poverty,

peace and environment.

veyeectie

Noteectie

Everyone takes responsibility to ensure that other individuals

behave in ways that promote the saety and wellbeing o the

school community.

veyeectie

Noteectie

CurrICulum: whAt we leArn AnD teACh

The curriculum refects awareness o Australias place as part

o a regional and global community.vey

eectie

Not

eectie

The curriculum has strong relevance or all students, including

Indigenous students and those rom language backgrounds other

than English.

veyeectie

Noteectie

The curriculum challenges and counters stereotypes o other

countries and cultures.vey

eectieNot

eectie

The curriculum refects concern about local and global poverty,

injustice, confict and sustainable development.vey

eectieNot

eectie

AppendixesAppdi 1: t gbay gagd c

Use this check-list to think about how eectively your school embraces the principles o global

education and to identiy opportunities to think, plan and act or the uture. Spaces have been

included to allow additions to suit the local context.



30/34

Global perspectives infuence teaching and learning across

all the learning areas.vey

eectieNot

eectie

Global perspectives infuence teaching and learning at every

stage o schooling.vey

eectieNot

eectie

ClAssroom: how we leArn AnD teACh

The classroom set-up and environment promotes cooperative

interaction and eective communication.vey

eectieNot

eectie

Teaching and learning activities are designed to oster students sense

o their own value and encourage them to take responsibility or

their own learning.

veyeectie

Noteectie

Students have opportunities to take part in decision making and

to learn processes o negotiation and consensus building.vey

eectieNot

eectie

Students are encouraged to think critically using a diversity o media

and other resource materials.vey

eectieNot

eectie

GloBAl CItIzens: who we Are AnD how we BehAve

Teachers and students are open to learning about the world and

how it is organised rom a range o social, cultural, political and

environmental perspectives.

vey

eectie

Not

eectie

Teachers and students have positive values they believe in the

potential o others, have compassionate concern or the rights

o others, and care or the environment.

veyeectie

Noteectie

Teachers and students are actively learning skills o intercultural

communication, peaceul confict resolution, visioning and

contributing to a airer and more just world.

veyeectie

Noteectie

Teachers and students are committed to taking action to build

a better world or all and providing a sense o hope or the uture.vey

eectieNot

eectie



31/34

Appdi 2: rc

ProessIonAl DeveloPment ProvIDers

With the support o AusAID, proessional

development or educators in global education

is provided to all Australian States and

Territories. Contact details are included

on the global education website

www.globaleducation.edna.edu.au

PrInt resourCes

Browett, Julie and Ashman, Greg 2008,

Thinking Globally: Global perspectives in the

early classroom, Curriculum Corporation,

Carlton South.

Calder, Margaret and Smith, Roger 1993,

A Better World or All: Development Education

or the Classroom, Books 1 and 2, 2nd edn,

AIDAB, Canberra.

Fountain, Susan 1995, Education or

Development: A Teachers Resource or Global

Learning, UNICEF and Hodder & Stoughton.

Gilbert, Rob 2004, The global utures

perspective, in Rob Gilbert (ed)Studying Society

and Environment: A Guide or Teachers, Social

Science Press, Southbank.

Guy, Roslyn 1998, Look Global: Global

perspectives in the upper primary classroom,

Curriculum Corporation, Carlton South.

Hicks, David and Holden, Cathie (ed) 2007,

Teaching the Global Dimension: Key principles

and eective practice, Routledge, London.

Pike, Graham and Selby, David 2001, In the

Global Classroom, Book 1 and Book 2, Pippin

Publishing Limited, Toronto.

Poultney, Trevor 2004, Globalise me! A students

guide to globalisation, Curriculum Corporation,

Carlton South.

Reid-Nguyen, Rebecca 1998, Think Global:

Global perspectives in the lower primary

classroom, Curriculum Corporation,

Carlton South.

Steiner, Miriam 1996, Developing the Global

Teacher: theory and practice in initial teacher

education, Trentham Books, Stoke-on-Trent.

Townsend, Tony and Otero, George 2000,

The Global Classroom: Activities to Engage

Students in Third Millennium Schools, Hawker

Brownlow Education, Highett, Vic.

Triolo, Rosalie 1998, Go Global: Global

perspectives in the secondary classroom,

Curriculum Corporation, Carlton South.

Tudball, Libby and Stirling, Lindy 2008,

Bright Sparks, Leading Lights; Snapshots o

Global Education in Australia, SEAA, Melbourne.

onlIne

Global Education (Australia)

www.gloaleucation.ena.eu.au

Queensland: Global Learning Centre

www.glc.eu.au/

South Australia: Global Education Centre

www.gloal-eucation.asn.au/

Western Australia: One World Centre

www.onewolcente.og.au/

United Nations Cyberschoolbus

www.un.og/cyeschoolus/

Global Dimension

www.gloalimension.og.uk

Global Education Centre New Zealand

www.gloale.og.nz/aout/gloale/

One World

www.onewol.net

World Bank Youthink!

www.youthink.wolank.og/

The American Forum or Global Education

www.gloale.og/

Facing the uture

www.acingtheutue.og/

The National Peace Corps Association

www.pc.og/inex.cm

Global Education Network (Canada)

www.gloal-e.og/



32/34

non-Government orGAnIsAtIons

worKInG In InternAtIonAl

DeveloPment

Australian Council or International

Development

www.ac.asn.au

AUSTCARE

www.austcae.og.au

Australian Red Cross

www.ecoss.og.au

Australian Volunteers International

www.austalianoluntees.og.au/

CARE Australia

www.caeaustalia.com.au

Caritas Australia

www.caitas.og.au

Oxam

www.oxam.og.au

www.oxam.og.uk/eucation/

PLAN International Australiawww.plan.og.au

Save the Children

www.saethechilen.og.au/inex.html

TEAR Australia

www.tea.og.au

UNICEF Australia

www.unice.com.au

Water Aid

www.wateai.og/austalia

World Vision Australiawww.wolision.og.au

AustrAlIAn Government sItes

Australian Agency or International Development

www.ausai.go.au

Department o Foreign Aairs and Trade

www.at.go.au

Austrade Student Centre

www.austae.go.au/stuentcente

InternAtIonAl orGAnIsAtIons

Asian Development Bank

www.a.og

Food and Agriculture Organization

www.ao.og

UNESCO

www.unesco.og

UNICEFs Voices o Youth

www.unice.og/oy/

United Nations

www.un.og

United Nations High Commissioner or Reugees (UNHCR)

www.unhc.ch

World Bankwww.wolank.og

World Health Organization

www.who.og

envIronmentAl orGAnIsAtIons

AnD resourCes

Australian Conservation Foundation

www.aconline.og.au

Friends o the Earth Australia

www.oe.og.au

Greenpeace Australia Pacic

www.geenpeace.og.au

Landcare Australia

www.lancaeaustalia.com.au

Planet Ark

www.planetak.og

Teaching and learning or a

sustainable uture

www.unesco.og/eucation/tls/

The Wilderness Society

www.wileness.og.au

Worldwatch Institutewww.wolwatch.og

WWF Australia

www.ww.og.au

humAn rIGhts orGAnIsAtIons

Amnesty International Australia

www.amnesty.og.au

Australian Human Rights and Equal Opp

global perspectives statement

Documents