Global Citizenship

What and why

Curriculum

In the whole school

Getting started

Ideas to inspire

Mission statement

Providing a supportive environment

Effective equal opportunities

Behaviour management

Democratic and inclusive process

Variety of teaching methods

Whole school initiatives & events

Governing bodies

Ethical practices

Learning from people

Commitment to sustainable development

The wider community

Support the staff

Assembly ideas

Classroom activities - under 5's

Classroom activities - KS1

Classroom activities - KS2

School Speakers

Literacy and English

Geography, people and place

Variety of teaching methods

• The use of circle time, role play and cooperative games supports and builds upon themes of Global Citizenship. A class role play was by used by Sharon Ansell at Oakwood Special School in the West Midlands to re-enact the Brownhills Colliery disaster where 14 deaths were caused by miners breaking rules and smoking underground; 18 pupils (only one of whom had verbal language) were involved in the re-enactment, and in looking at rights and responsibilities, particularly the impact of our actions on others.

• ICT teaching methods include teleconferencing and video-conferencing. As part of a 'Global Citizenship Days' event, organised by Laura Pratt, the Buckinghamshire LEA International Officer, KS2 (P4-P7) pupils video-conferenced with others. They debated the pros and cons of the Internet with a school in Sweden, and children's rights versus the rights of parents with peers in South Africa. In addition, eminent guests answered pupils' questions in live link-ups.

• Cross-curricular work is a valuable way of addressing issues of Global Citizenship. Having had a visit from the dance group Saaba, from Burkina Faso, Norma Smith, Headteacher of Lunnasting Primary School in Vidlan, Shetland said:
  
  "Although relating to the attainment outcomes in the Environmental Studies curriculum guidelines, I also wanted to achieve a balance of cross-curricular outcomes. Saaba's dancing and music - the initial stimulus - with their formal place in the Expressive Arts, demonstrate perfectly how learning has to be connected, particularly when in developing informed attitudes and learning to live in more sustainable ways."