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Definitions
‘Development Education’ – a focus on North-South
‘Global Citizenship’
- Social Justice is a key feature of both
2,900 Schools
32 Local Authorities
53,000 Teachers
Agencies and NGOs
-- Many ‘players’, many variants
Context
New ‘Curriculum for Excellence’ offers opportunities across the curriculum
Team at Education Scotland to support Global Citizenship activity in schools
‘One Planet Schools’ Ministerial working group, due to report November 2012
Learning and Teaching Scotland
successful learnerswith•enthusiasm and motivation for learning•determination to reach high standards of achievement•openness to new thinking and ideas
and able to•use literacy, communication and numeracy skills•use technology for learning•think creatively and independently•learn independently and as part of a group•make reasoned evaluations•link and apply different kinds of learning innew situations
confident individualswith•self respect•a sense of physical, mental and emotional wellbeing•secure values and beliefs•ambition
and able to•relate to others and manage themselves•pursue a healthy and active lifestyle•be self aware•develop and communicate their own beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity
responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life
and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues
effective contributorswith•an enterprising attitude•resilience•self-reliance
and able to•communicate in different ways and indifferent settings•work in partnership and in teams•take the initiative and lead•apply critical thinking in new contexts•create and develop•solve problems
To enable all youngpeople to become
Curriculum areas
LanguagesMathematicsExpressive ArtsTechnologiesSciencesSocial StudiesHealth and Well-BeingReligious and Moral Education
Social Studies- People in society, economy and business
Early First Second Third Fourth
By exploring my local community, I have discovered the different roles people play and how they can help. SOC 0-16a
I can contribute to a discussion of the difference between my needs and wants and those of others around me. SOC1-16a
I can explain how the needs of a group in my local community are supported. SOC 2-16a
I can explain why a group I have identified might experience inequality and can suggest ways in which this inequality might be addressed. SOC 3-16a
I can contribute to a discussion on the extent to which people’s needs should be met by the state or the individual. SOC 4-16a
Experiences and outcomes
SOC 0-16SOCghostBy explorihttp://wwwTrueSaveSOC 1-16SOCghostI can conthttp://wwwTrueSaveSOC 2-16SOCghostI can explahttp://wwwTrueSaveSOC 3-16SOCghostI can explahttp://wwwTrueSaveSOC 4-16SOCghostI can conthttp://wwwTrueSave
‘Developing global citizens within Curriculum for Excellence’Resources
Advice
Professional Development
Currently..
Development Education / Global Citizenship - Present in many schools, often high quality- International School Partnerships- Resources and CPD available, to some- Fair Trade embedded widely- Some of our young people ‘think globally’
Challenges
Funding (especially for school partnerships)LeadershipWhole School actionEvaluating impact and Realising benefitsTeacher readinessLearning and Teaching approachesSupport and advice
Reasons to be cheerful...
Leadership
“In order for Scotland and its people to succeed and flourish in the globalised 21st century in which we live, we must all become and live as global citizens”
Mike Russell, MSP, Cabinet Secretary
Leadership - local
Edinburgh’s Africa network and foundation
Glasgow’s Malawi leaders of learning
Teachers
Building capacity
New ‘recruits’
GTCS Professional Recognition and revised Professional Standards
Well-developed initiatives will attract interest and mass participation
•developed and sustained links with one or more Commonwealth countries
•The context of the Games enthuses and engages young people in learning activities across all curriculum areas, contributing to implementation of Curriculum for Excellence
Learning and Teaching approaches
• British Council online course materialhttp://www.global-schools.org/
• Take One Action film festivalhttp://www.takeoneaction.org.uk/
• Vine Trust ‘Global Student Forum’http://www.vinetrust.org/know/education/
global_student_forum
Learning and Teaching approaches -2
WOSDEC ‘Global Storylines’
Oxfam ‘Water Week’
Red Cross ‘Newsthink’
Microfinance (Kiva, etc)
