Global Perspectives Framework Gepnsw

Contents
Global education and the development of active global citizenship................................. 1

An introduction
Rationale.............................................................................................................................................................................. 2
Aims ..................................................................................................................................................................................... 3
Knowledge and understandings
Skills and processes
Values and attitudes
Action and participation
Global education learning emphases........................................................................................................... 4

The five learning emphases
The Australian curriculum context and global education............................................................ 5

The Australian Curriculum, Assessment and Reporting Authority (ACARA)
Global education and the NSW K12 syllabuses................................................................................. 6

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

Table 1: Linking learning across the curriculum content and the Australian

curriculum using the global education learning emphases
Global Perspectives: A framework for the development of active global citizenship in NSW schools
Implementing a global education perspective in NSW schools.............................................. 8

The globally engaged school
The globally engaged community
The globally engaged classroom
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 ES1S3
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
ii
Global education and the development of active global citizenship

An introduction
Global 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)
Rationale
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
A global perspective equips students with the

capacity to engage, in an informed manner, in the
complex and interconnected world in which they
live.
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.
a commitment to the promotion of tolerance,

equity, diversity and openness
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.
Global education also builds capacity to support

quality teaching by developing:
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.
Right: Fijian street parade. Wikimedia Commons
Aims
Through the implementation of a global education perspective students will develop:
Knowledge and understandings
an understanding of ones self, ones culture and

being open to the cultures of others
critical thinking
the ability to see connections between action and

the consequences of such action
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
co-operation and conflict resolution
a sense of responsibility for the long-term care of

the environment.
2
the ability to argue effectively

problem solving
ethical decision making.
a willingness to be involved in ethical action for

change
skills and processes for taking such action.

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.
http://www.un.org/millenniumgoals/bkgd.shtml
Global education learning emphases

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 futures
The five learning emphases
Sustainable 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.
Interdependence and globalisation

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.
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 coexist within the world, a society or an institution.
Social justice and human rights

Social justice: the application of the principles of
equity, access, participation and rights for all people.
Global education promotes learning and empowers

students to more appropriately:
Voter holding a Republic of Vanuatu Electoral Card. Wikimedia Commons
identify differences and similarities in culture,

societies and countries
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.
make connections between individuals and

cultures and explore interdependence between
these cultures and individuals
Peace building and conflict resolution
consider the likely consequences and the

advantages and the disadvantages of each
alternative course of action
Peace 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.
3
http://www.ohchr.org/en/professionalinterest/pages/crc.aspx
investigate alternative courses of action
explore and discuss rights and responsibilities

reflect on ones own intellectual growth and review
forms of ethical participation when engaging in
the area of action and participation as a globally
competent individual.
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 Australias indigenous cultures as a key part
of the nations 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
4
http://education.gov.au/melbourne-declaration-educational-goalsyoung-people
http://www.acara.edu.au
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 Australias 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.
Global education and the NSW K12 syllabuses

Teaching the Australian curriculum
and implementing a global education
perspective in NSW schools
In 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 crosscurriculum 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 curriculum7.
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.
7
The BOSTES Learning across the curriculum addresses the mandatory cross-curriculum
priorities and general capabilities as required by the Australian curriculum.
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
Aboriginal and Torres Strait Islander

histories and cultures
Aboriginal and Torres Strait Islander

histories and cultures
Asia and Australias engagement with Asia
Asia and Australias engagement

with Asia
Australian curriculum:
General capabilities
Overarching global education:

Learning emphases
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
Sustainable futures
Ethical understanding
Peace building and conflict resolution
Difference and diversity
Critical and creative thinking
Critical and creative thinking
Civics and citizenship
Sustainability
Work and enterprise

Implementing a global education perspective in NSW schools

The globally engaged school
Incorporating 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,
8
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 schools 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.
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 schools goals, vision
and practices; the flexibility and content of the schools curriculum program; and the readiness of teachers and learners to benefit from global education.
Students participate in a Geography fieldwork event. Kath Berg.
The globally engaged community

Many 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.
The globally engaged classroom

Teaching 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.
9
Browett & Ashman 2008, Thinking Globally: Global perspectives in the

early classroom, Curriculum Corporation, Carlton South
Geography students participate in the Big Week Out, Rottnest Isalnd WA. Kath Berg.
Pedagogical ideas for the global education classroom

Teaching Strategies = (TS); Essential Learning = (EL); Classroom Considerations = (CC)
(TS) Inclusive classrooms encourage interaction
and communication between learners and creates a

positive learning environment.
(TS) Co-operative learning creates situations
Incorporation of appropriate language for

effective delivery.
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) 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.
(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 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.
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
10
Table 2: Global Education Project NSW Model of Inquiry

An integrated inquiry planning model, adapted from Murdoch, Kath (2007), Helping your pupils to work co-operatively
Evaluating
Tuning in
Taking action
Preparing to find out

Making connections
Finding out
Sorting out
Going further
11
(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 peoples 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.
Computer education, India. Wikimedia Commons
(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. Lands Edge excursions
12
(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
(EL) Challenging stereotypes enables students
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.
to comprehend and challenge stereotyping of

peoples and cultures based on religion, ethnicity
and gender. Teachers may need to consider the:
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.
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
13
Table 3: Primary teaching and learning activities

The 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 globalisation

artworks 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
knowledge
designs of objects
from different places
cultural and
geographic interconnections
between people
and places
celebrations and
commemorations
around the world
the different
features of place and
their contribution to
identity
the role of culture

in the changes to a
communitys identity
over time
Knowledge and understandings Identity and cultural diversity

the 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 cultures
comparative
lifestyles through
cost of living
comparisons
the effect of science

and technology on
peoples lives
the influences of
people on place and
space
acts of racism,
discrimination and
prejudice, and the
struggle for rights and
freedoms in Australia
the inequitable
distribution of
resources through
number and
measurement
ethical issues that

arise from the use of
scientific knowledge
the factors and

issues that affect
connection to place
the effects of change

on Australian society
environmental
change through
measurement
the sustainability
of the natural and
cultural environment
what makes a
place special to
people and how it is
maintained
significant people,
places, events and
sites and their
change over time
the changing design of

objects from different
places over time
Knowledge and understandings Social justice and human rights

how various cultures
convey specific
messages through
their artworks
prejudice and
cultural stereotypes
in texts
the wellbeing of
people in other
countries
through linguistic
features
Knowledge and understandings Peace building and conflict resolution

peace 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 use of technology

to assist people
Knowledge and understandings Sustainable futures

artmaking
techniques to
represent the
environment
14
environmental
interconnections and
human use
global health issues
the links between

language and
culture
the contribution and

value of technology in
sustaining life
Table 4: Secondary teaching and learning activities

Students will learn about:
Creative Arts
English
PDHPE
Languages
Mathematics
Science
Geography
History
Knowledge and understandings Interdependence and globalisation

the 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 people and places, and

the interconnection
scientific innovation the interdependence of
people and societies
and its global impact different societies and
from the past
cultures in the Asia Pacific
region
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
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 todays
society
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
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 cooperate to achieve
sustainable futures
developments
and decisions
from the past that
have produced
environmental
consequences
Knowledge and understandings Identity and cultural diversity

traditional 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
culture as a multifaceted, variable,

dynamic construct
how Australia has
been shaped by
movements of people
over time
Knowledge and understandings Social justice and human rights

examples of
exploitation of
artmakers in various
cultures
prejudice and
through a range of
texts
issues of social equity the language of

related to sport
social justice and
participation
human rights in
specific cultures
the Declaration of the
Rights of the Child
Knowledge and understandings Peace building and conflict resolution

how 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 cooperation
Knowledge and understandings Sustainable futures

the evolution
of artmaking
techniques and
materials
media campaigns
investigate ways
designed to change of providing food
behaviour for a more security
sustainable future
15
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 5: Primary Stages ES1 S3

A student will:
Context
Early Stage 1
identify the context of a familiar
environment
Stage 1
explore the context of a
familiar environment
Understanding context
Knowledge and
understanding
Early Stage 1
identify the relationships
between people and places
Stage 2
recognise that context may
influence interactions with
the environment
compare different points of

view and the context and
influence of opinion
locate Australia in the AsiaPacific context
recognise that context

influences attitudes, social
interactions and opinions
Stage 1
Stage 2
Stage 3
recognise the diversity of

people, places, communities
and cultures
explore the diversity of

people, places, communities
and cultures
describe the ways individuals

and communities depend on
each other
identify ways that people in

the local community assist
others
discuss ways that people in the

local community assist others
and how people become
involved
Interdependence and
globalisation
identify the 8 Millennium

Development Goals (MDGs)
recognise aspects of their own
identity
16
identify ways that people in a

family and/or extended family
interact with each other
Stage 3
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
describe the 8 Millennium

identify and discuss cultural
influences on their community
locally and nationally
identify factors that

contribute to personal and
cultural identity
Primary Stages ES1 S3

Knowledge and
understanding
Early Stage 1
recognise fair and unfair
practices
describe fair and unfair

practices
identify roles and

responsibilities within a family
identify roles and

responsibilities within
a family and the local
community and determine
appropriate ways in which
people interact with others
Social justice and human

rights
describe the difference in the

feeling of peace and the feeling
of conflict
Peace building and conflict
resolution
discover how the natural and

human environment are used
Sustainable futures
Stage 1
Stage 2
Stage 3
identify fair and unfair

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

responsibilities and decision
making processes in the
school/community
demonstrate how
participation can contribute
to the quality of community
life
describe the concept of

peace building
identify actions that support

peace building
identify ways in which

conflict can be prevented or
peacefully resolved
investigate ways in which

peacefully resolved
explore some of the

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

people and the natural
environment
identify situations and

incidents where people are
denied justice and rights
understand that decisions

made and actions taken in one
place can affect others
demonstrate ways in which
peacefully resolved
compare some of the

people and the natural
environment
17

A student will:
Early Stage 1
Stage 1
Stage 2
Stage 3
describe aspects of their world

and their own experiences
demonstrate the ability

to use information
imaginatively and creatively
distinguish between
information and persuasive
language
identify supporting evidence
distinguish between
information and fact
demonstrate the ability

to interpret information
imaginatively and creatively
Critical thinking
evaluate the purpose and

effect of information
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
communicate with others in a

discussion
demonstrate the ability to listen
to others
Ability to argue effectively
18
be aware of purpose, audience

and subject matter
communicate with a range

of people in informal and
guided activities
demonstrate the ability to

share and discuss ideas and
listen to others
demonstrate interaction
skills
contribute to a discussion
be aware of how
communication is adjusted
in different situations
communicate in informal
and formal contexts by
adopting roles in a range of
contexts
be aware of purpose,
audience and subject matter
be aware of purpose,
audience and subject matter
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
be aware of purpose, audience
and subject matter
Co-operation and
conflict resolution
Early Stage 1
demonstrate the ability to:
(a) share
(b) listen
(c) follow instructions
(d) develop empathy
Stage 1
Stage 2

(a) work independently
(b) share with others
(c) discuss ideas

(a) work independently
(b) share with others
(c) discuss ideas
practice active listening

skills
identify different points of

view
recognise that there are
different ways of interacting
Stage 3
identify different ways of
interacting
identify different points
of view and consider their
impact on decision making
within a group
practice active listening skills
practice active listening skills
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
Problem solving
Ethical decision-making
discuss differences of
viewpoint, opinion, life
experience, that exist in the
community
identify a problem, choose
a solution, and evaluate the
process
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
19

A student will:
Early Stage 1
Stage 1
Stage 2
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 individual
achievement and the
achievements of others
recognise that other views

exist
understand the importance

of considering other points of
view
identify diversity of cultures

and individuals within
cultures
develop an understanding
of diversity of cultures and
individuals within cultures
recognise the richness

that diversity brings to all
communities

communities
develop a greater
understanding of diversity of
cultures and individuals within
cultures
accept cultural difference
Sense of identity and selfesteem
recognise diversity within a

group
Positive attitude towards
diversity

communities
Stage 3

communities
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
recognise that communities

are collections of individuals
and occur in a variety of scales
identify the attributes of the

community(ies) to which
they belong
Concern for the environment

and commitment to
sustainable practices
20
identify the ways humans use

the environment
adopt sustainable practices in
their own life
describe ways humans

use or interact with the
environment
adopt sustainable practices
in their own life
examine the relationship

between humans and the
environment and the effect
of their interactions
adopt sustainable practices
in their own life
discuss human interactions

and their impact on the
environment
adopt sustainable practices in
their own life
Commitment to upholding
rights and dignity of all
people

Ability to see connections
between action and
consequences
Willingness to be involved
in action for change
Early Stage 1
demonstrate empathy and
concern for others
Early Stage 1
Stage 1
Stage 2
Stage 3
develop an interest in, and

concern for, others
develop an empathy for

people in need in the local
community
demonstrate empathy and

concern for people in need in
all communities
develop sensitivity to the

rights of others
develop sensitivity to the rights

of others
Stage 1
Stage 2
Stage 3
recognise that ones actions

and decisions affect others
identify that ones 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
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
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
Skills and processes for

taking action
identify instances of need,

aspects of social injustice, etc.
learn about ways that
individuals and groups can
make a difference
21
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
recognise the factors that contribute

to context, from individual to national
understand that context shapes cultures,

beliefs and identities
explain how differing contexts affect

perceptions of global issues and events
account for contextual influences on

attitudes , interactions and opinions
analyse for contextual influences,

attitudes, influences and opinions
Understanding context
Knowledge and understanding
Stage 4
Stage 5
Stage 6
understand what interdependence

means, culturally, politically and
economically
understand the complex social,

economic and political links between
people and nations
understand the effects of globalisation

on cultures, political systems and
economies
recognise that globalisation creates

rewards and problems for all nations
identify equity issues in globalisation
evaluate competing arguments about

globalisation
discuss the role and purpose of the 8

Millennium Development Goals (MDGs)
understand the role of culture in
shaping identity and beliefs
explain the 8 Millennium Development

Goals (MDGs)
analyse factors that contribute to
personal and cultural identity
analyse the success of the 8 Millennium

identify ways of addressing cultural
conflict
recognise and respect cultural differences

22
Secondary Stages 4 6
Knowledge and understanding
Stage 4
Stage 5
Stage 6
identify areas of discrimination and

inequity
recognise that inequality and

discrimination are denials of fundamental
human rights
evaluate why international conventions

are not universally accepted
explain essential rights and

responsibilities
Peace building and conflict

resolution
Sustainable futures
define the 8 Millennium Development

Goals (MDGs)
understand the responsibilities of globally

aware citizens to uphold human rights
and social justice
discuss international action
examine Australias role in achieving the 8

Millennium Development Goals (MDGs)
identify effective ways of

approaching problems
apply the principles of conflict resolution

to real-world situations
recognise that people can take action

to improve situations and conditions
understand that globalisation can

contribute to the positive resolution of
conflict
recognise that what we do now

affects future generations
understand why environmental

stewardship is important for future
generations
identify the characteristics of

sustainable cultures
discuss international action
assess the impact of globalisation on

cultural continuity
evaluate the effectiveness of particular

actions in achieving the 8 Millennium
evaluate competing arguments about

the role of international agencies
evaluate arguments about conflicts

between environmental and/or
cultural sustainability and economic
development
identify particular actions in achieving

the 8 Millennium Development Goals
(MDGs)
23
A student will:
Critical thinking
Stage 4
Stage 5
Stage 6
identify a range of processes, skills,

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

strategies and knowledge to respond to
technologies
recognise fact, opinion, bias, faulty

reasoning, assumptions, and
stereotyping.
use a widening range of processes, skills,

strategies and knowledge to respond to
technologies
identify critical thinking skills to

evaluate all information, data and
opinions
assess the impact of fact, opinion, bias,

faulty reasoning, assumptions, and
stereotyping
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
apply critical thinking skills to evaluate

information, data and points of view
Ability to argue effectively
Co-operation and conflict

resolution
compose, edit and present wellstructured and coherent points of

view
use effective language to creatively

shape meaning with accuracy, clarity and
coherence
use evidence and sequenced ideas to

develop a case or propose a solution
respond to and compose increasingly

sophisticated and sustained responses for
understanding, interpretation, and critical
analysis
demonstrate collaborative and

co-operative behaviour
apply the principles of co-operative

behaviour
practise active listening and

negotiation skills
use negotiation and active listening skills

in interactions with others
practise active listening and negotiation
skills
24
use evidence-based reasoning when

presenting a case or argument
act co-operatively and collaboratively

practise active listening and negotiation
skills
apply the principles of negotiation and
mediation in interactions
Problem solving
Stage 4
Stage 5
use the information literacy skills

hierarchy: define, locate, select,
organise, present and assess to solve
problems
use research skills to investigate and

evaluate information
recognise that decisions are

influenced by a range of factors
apply principles of ethical decisionmaking when proposing solutions and

actions
Ethical decision-making
compare the validity of competing

arguments
Stage 6
apply research and information literacy
skills to evaluate the relevance and
importance of information
apply principles of ethical decisionmaking when proposing solutions and
actions
recognise that decisions have different

effects on a range of stakeholders
Sense of identity and self esteem
Positive attitude towards diversity

and difference
Stage 4
Stage 5
Stage 6
understand and value the views of

others
demonstrate awareness of the effect of

interactions with others
demonstrate a sense of self-efficacy
recognise the effect of interactions

with others
demonstrate awareness of the ability to

influence events
recognise that individuals are shaped

by cultural practices and beliefs
be aware that cultural practices are

determined by context
have empathy and respect for cultural

diversity
recognise the richness that diversity

brings to all communities
accept differences between: (i) individuals

and (ii) cultures



recognise the communities that he/
she belongs to
Sense of community
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
25
A student will:
Concern for the environment

and commitment to sustainable
practices
Stage 4
Stage 5
understand the interdependence of

human and natural systems
be aware of the environmental

responsibilities of the current generation
for the future
be aware of the effects of actions

now on future generations
Stage 6
demonstrate leadership in actions for
sustainability
adopt sustainable practices in own life
adopt sustainable practices in own life
analyse the impact of human

interactions on the environment
be willing to adopt sustainable
practices in own life
Commitment to upholding rights

and dignity of all people

Ability to see connections between
action and consequences
Willingness to be involved in action

for change
Skills and processes for taking

action
26
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
Stage 4
Stage 5
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
recognise that interdependence

implies responsibility
recognise that change occurs through

action
adopt the values of responsibility and

active citizenship when responding to
local and global issues
demonstrate responsible citizenship

through action for positive change
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
Stage 6
demonstrate active citizenship
a final word
The 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 Tsolakis
Director GEPNSW
27
Online resources
Linked 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/gepnsw
National www.globaleducation.edu.au
28
Global Education: Glossary of key words

Aboriginal and Torres Strait Islander peoples
Aboriginal 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 countrys political and social
heritage, democratic processes, government, public
administration and judicial systems.
colonialism
The 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 continuity
Sustaining the body of beliefs, attitudes, skills and tools
with which members of a community structure their
lives and interact with their environment.
cultural diversity
The variety of cultures that co-exist within the world,
a society or an institution.
cultural environment
Refers 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 groups 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.
empathy
The ability to share another persons feelings and
emotions as if they were their own.
ethical behaviour
A strong personal and socially oriented ethical outlook
that helps to manage context, conflict and uncertainty,
and to develop an awareness of the influence that
peoples values and behaviour have on others.
ethnocentrism
Use of ones 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.
global
Worldwide. Often used to describe trends,
circumstances or situations that exist in countries
across the globe.
global perspective
A 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.
globalisation
The 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.
29
identity
The 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 environment
Including water, air, living things, sunlight and natural
features of the earths surface.
social justice
The 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.
peace building
Actions that take place in times of peace or postconflict, with the aim of preventing conflict or a re-lapse
into conflict.
perspective
A 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.
sexism
The idea or belief that the members of one gender
are less intelligent or capable than those of the other
gender.
30
Definitions have been sourced from:

1. Active Global Citizenship Stage 5, Global Education Project
NSW, 2013
2. Collins English Language Dictionary, Collins ELT, 1987
3. English K10 Syllabus, Board of Studies NSW, 2013
4. History K10 Syllabus, Board of Studies NSW, 2013
5. Human Society & Its Environment K6, Board of Studies NSW,
2013
6. Key words, Board of Studies, Teaching and Educational
Standards
7. Society and Culture Stage 6 Syllabus, Board of Studies NSW,
2009
8. Stage 6 Syllabus Aboriginal Studies, Board of Studies NSW, 2010
9. The Shape of the Australian Curriculum: Civics and Citizenship,
Australian Curriculum, Assessment and Reporting Authority,
October 2012.

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Contents

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

Skills and processes

Values and attitudes

Action and participation

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

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

Global education and the NSW K12 syllabuses................................................................................. 6

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

The globally engaged school

The globally engaged community

The globally engaged classroom

Pedagogical ideas for the globally engaged classroom

Table 2: Global Education Project NSW Model of Inquiry

Table 3: Primary teaching and learning activities

Table 4: Secondary teaching and learning activities

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

Table 5: Primary Stages ES1S3

Table 6: Secondary Stages 4 6

Global Education Project NSW

Global Education National

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

Global Education Project NSW

Global education and the development of active global citizenship

Global competence is the capability and disposition to understand

A global perspective equips students with the

able to use the big ideas, tools, methods, and

a commitment to the promotion of tolerance,

Globally competent students have learnt how

Global education also builds capacity to support

a philosophical understanding of the

Global Education Project NSW

Knowledge and understandings

Skills and processes

Action and participation

an understanding of ones self, ones culture and

the ability to see connections between action and

an understanding that there are:

co-operation and conflict resolution

a sense of responsibility for the long-term care of

the ability to argue effectively

a willingness to be involved in ethical action for

Values and attitudes

Global education learning emphases

The five learning emphases

Sustainable futures: the ways in which we can meet

Interdependence and globalisation

Identity and cultural diversity

Social justice and human rights

Global education promotes learning and empowers

identify differences and similarities in culture,

Human rights: international commitments to protect

make connections between individuals and

Peace building and conflict resolution

consider the likely consequences and the

Peace building: actions that take place in times of

investigate alternative courses of action

explore and discuss rights and responsibilities

Global Education Project NSW

The Australian curriculum context and global education

the contemporary issues they face. As such, and with

For the purposes of the Global Perspectives: A framework for the