Global CitizenshipGlobal Citizenship

Dr Les JamesDr Les JamesThe University of ReadingThe University of Reading

“give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active responsible citizens”The National Curriculum. Handbook for primary teachers (QCA/99/457)

“Citizenship helps children to develop as members of school, local, regional, national and global communities. It is concerned with issues of right and wrong, rights and responsibilities, fairness, rules and laws, power and authority, equality and difference, communities and identities, democracy, conflict and cooperation.”Teacher’s Guide for Citizenship, QCA, 2002, pg. 3

Global citizenship involves:•“An awareness of the wider world and a global

citizen has a sense of their own role;•Respecting and valuing diversity;

•Understanding how the world works economically, politically, socially, culturally, technologically and

environmentally;•Participating in and contributing to the community

at a range of levels from the local to the global;•A willingness to act to make the world a more

equitable and sustainable place;•Taking responsibility for their actions”.

(Oxfam, 1997, p.2).

“Global citizenship education provides (ITTE) students with the knowledge, skills and attitudes to understand their rights and responsibilities as global citizens”

“Geography has great potential for developing global citizenship through its strong focus on the study of places”(Walkington, 1999, pgs. 2,11)

Helen Walkington, Global Citizenship Education

A progression in aims.

The National Curriculum Council’s objectives in Education for Citizenship: Curriculum Guidance 8 stressed similarities and differences between peoples, i.e. diversity and interdependence as well as noting the significance of opinion and bias together with positive attitudes and respect for different cultures.NCC, 1990

Global WarmingGlobal Warming..

Can we make a difference?Can we make a difference?

Why Global Warming?Why Global Warming?

Topical and relevant.Topical and relevant.Good crossGood cross--curricula links.curricula links.Kyoto in the news Kyoto in the news ––recently come into recently come into effect.effect.Will impact the childrenWill impact the children’’s future.s future.Children often interested in environmental Children often interested in environmental issues.issues.Children can have an impact Children can have an impact –– be be enpoweredenpowered..

Learning ObjectivesLearning Objectives

We all impact the environment.We all impact the environment.Base decisions on scientific evidence.Base decisions on scientific evidence.Start to understand the science behind global Start to understand the science behind global warming.warming.

Citizenship: 1a, 2a, 5eCitizenship: 1a, 2a, 5eScience: SC1: 1a, 2f, 2iScience: SC1: 1a, 2f, 2i

SC2: 5aSC2: 5aSC3: 2gSC3: 2gBoSBoS: 1a: 1a

The Science.The Science.Children will learn about:Children will learn about:

The composition of the atmosphereThe composition of the atmosphereThe difference between manThe difference between man--made and made and natural effects. natural effects. Where greenhouse gases come from.Where greenhouse gases come from.What carbon dioxide is.What carbon dioxide is.The potential effects of Global warming.The potential effects of Global warming.That Global warming is based on scientific That Global warming is based on scientific evidence not opinions. evidence not opinions.

Foundation prior K&UFoundation prior K&U

Ask about things, why things happen and Ask about things, why things happen and how things work.how things work.

Find out about their environment and talk Find out about their environment and talk about those features they like and dislike.about those features they like and dislike.

Prior K&UPrior K&U

In KS1 they will have learntIn KS1 they will have learntTo care for the environment.To care for the environment.Ask questions and find out how they might Ask questions and find out how they might find answers to them.find answers to them.Share their opinions on things that matter to Share their opinions on things that matter to them and explain their views.them and explain their views.Take part in a simple debate about topical Take part in a simple debate about topical issues.issues.

ActivitiesActivitiesCarbon calculator.Carbon calculator.

PowerPoint activity.PowerPoint activity.

Assessment.Assessment.

Questioning during plenary Questioning during plenary –– has their has their knowledge improved over the course of knowledge improved over the course of the lesson?the lesson?Results from completed tests.Results from completed tests.Observation of the childrenObservation of the children’’s collaboration.s collaboration.

Global citizenship involves actively exercising one’s rights and responsibilities as a global citizen. According to Oxfam a global citizen is a person who:•“is aware of the wider world and has a sense of their own role as a world citizen• respects and values diversity• has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally• is outraged by social injustice• participates in and contrbutes to the community at a range of levels from the local to the global• is willing to act to make the world a more equitable and sustainable place• takes responsibility for their actions”.Oxfam 1997, pg. 2